Wider Professional Practice and Development in Education and Training

Wider professional practice and
development in education and
training

TABLE OF CONTENT
INTRODUCTION...........................................................................................................................4
MAIN BODY...................................................................................................................................4
TASK A...........................................................................................................................................4
1.1 The concept of professionalism and dual professionalism in education and training...........4
1.2 Ways in which professional values influence own practice area of specialism....................4
2.1 Ways in which social, political and economic factors influence educational policy.............5
4.1 Key aspects of policies, code of practices and guidelines in a company...............................6
TASK 2............................................................................................................................................6
3.1 Roles of stakeholders and external bodies in training and education....................................6
3.2 The ways of being accountable to stakeholders and external bodies impacts over the
organization in training and education sector..............................................................................7
3.3 Importance of doing work in partnership with employers and other stakeholders in
education and training..................................................................................................................7
TACK C...........................................................................................................................................8
2.2 Current educational policies on curriculum and practice in their own area of specialism:...8
3.4 Being accountable to stakeholder and external bodies on curriculum design, delivery and
assessment in own area of specialism:.........................................................................................9
4.2 Organizational requirement and expectation on curriculum and practice in their area of
specialism:....................................................................................................................................9
TASK D.........................................................................................................................................10
5.1 Analysing the quality improvement and quality assurance in organization:.......................10
5.2 explaining function of self assessment and self evaluation in the quality cycle:.................11

5.3 evaluating learning programme taking account of quality arrangement in the organization:
....................................................................................................................................................11
5.4 identifying area of improvement in their learning programme taking account of the
outcome of evaluation:...............................................................................................................12
CONCLUSION..............................................................................................................................12
REFERENCES................................................................................................................................1

INTRODUCTION
Professional practice and development is one of the most common process that allow
educator to become professional in their area of specialism. Professional value and working with
different bodies of both internal and external environment, meeting the need of learner and
following organizational policy and procedure that allow educator to practice professionalism in
their education and teaching process (Brooks, 2016). This report will discuss concept of
professional and policy in pedagogy and preparation process. Later this report will discuss
impact of accountability to stakeholder and external bodies on education and training. At last
curriculum and its process is been discussed.
MAIN BODY
TASK A
1.1 The concept of professionalism and dual professionalism in teaching and education
Professionalism refers to the skills, great level of judgements and polite behaviour that is
highly expected from anybody who is efficiently trained enough to do their job in well-
mannered. Its primary ad foremost goal is to assist tutors and trainers in order to develop their
skills and abilities to improve their own personal standing along with the total quality as well as
recognition of the education and training system. Initial step that is related to becoming a
professional is based upon obtaining a bachelor's grades in education along with meeting the
requirements for state licensing (den Herder-van der Eerden and et.al., 2018). This enables the
teachers to have and generate best understanding about the curriculum they are going to teach
and understand the ways through which they are enabled to transfer the information as well as
knowledge to students in meaningful manner.
On the other hand, dual professionalism illustrates the conceptual understanding, detailed
information and expertise in specified learning procedure along with teaching which represent
dual expertness concept. It becomes personify by the fact that they are in both ways i.e. subject
and vocational specialists as well as teaching experts who are committed towards maintaining
and developing their expertise level into both aspects such as in their roles in order to make sure
that the students are achieving the best possible outcome.