This assignment discusses the key aspects of professionalism in teaching, highlighting the importance of effective communication, planning, and maintaining a code of conduct. It also emphasizes the need for teachers to be qualified and trained to handle students with special learning difficulties.
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PROFESSIONALISM and DUAL PROFESSIONALISM1 Running Head: PROFESSIONALISM and DUAL PROFESSIONALISM PROFESSIONALISM and DUAL PROFESSIONALISM By Student’s Name Course Name Name of Professor Name of the University Due Date
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PROFESSIONALISM and DUAL PROFESSIONALISM2 Professionalism is referred to as the conduct, behaviour, and attitude of a teacher or trainer in teaching and training environment. A teacher is not only required to work so that they can portray the essential qualities and characteristics of professionalism but also incorporate such attributes in their daily interaction with learners. Professionalism result in a successful and robust career reputation. Besides, it shows a high professional standing, excellence, and high level of work ethics. It is the central aspect of both training and education (Esmond &Wood, 2017). The main focus of professionalism is to enable trainers and teachers to develop on their skills, improve their standing and quality with the acknowledgement of education and training systems. Nevertheless, teachers depict a higher professional standard grounded on the interaction with students, colleagues, administrators, staff, parents, and members of the community. An essential step in joining professionalism is acquiring a degree or certificate in education and also attaining the required state licensing standards (Atkins & Tummons, 2017). Dual professionalism is not much different from professionalism. Professionalism is the basis of dual professionalism. The primary conceptualization in it is the in-depth knowledge as well as expertise. Many expert skills are elaborated in dual professionalism (Esmond &Wood, 2017). Therefore, it shows that better quality education and training results in impressive scores and metrics in relation to learners. The teachers and trainers belong to the category of dual professionalism, and they are both subject and vocational specialists. Teachers are dedicated to developing and maintaining the role of ensuring that learners perform well and receive better results. The category of dual professionalism comprises of professional on both areas in which it is required in the recent times. Dual professionalism in relation to learning and teaching can be seen in the perspective where a teacher is an expert in their teaching skills and subjects.
PROFESSIONALISM and DUAL PROFESSIONALISM3 Recently, it has been observed that dual professionalism is facing challenges in education. The concept is not strange in the training and education sector, firms have employed persons with enough skills and experience and who are relevant to the intended course of delivery (Hooley et al., 2016). The most effective and reliable vocational training and teaching have been recognized among the sophisticated process that requires dual professionals. Dual professionals have a significant impact, including the ability to highlight quality teachers and trainers (Atkins & Tummons, 2017). . Such teachers and trainers have positive and productive relationships with employers and clients in which results in a competitive edge. It is import to put into consideration on how the leaners try to learn. Also, it has been suggested that learners acquire knowledge in both workplaces and classroom differently and for several purposes (James, 2017). Therefore, the educational institutions and universities need to establish dual professionals and consider existing strength and practices of their team. Identifying gaps and necessities of the plan is also essential. It is likely that when individuals leave their occupation, their skills and knowledge tend to be outdated. It is commonly known as the work-process knowledge, which requires a refreshing course every five years. It is then crucial to practice and adapt new updates in line with the changes in the learning environment (James, 2017). I am a dual professional because I have been working as a teacher in Health and Child Care and as a trainee in the College care. My primary responsibility is teaching diverse learners in my class who have different learning difficulties. The diversity ranges from those who are blind, lame to mentally impaired students. As a dual professional, my major goal is to utilize my rich skills and knowledge to leave a significant impact on my students. Also, I aim to become
PROFESSIONALISM and DUAL PROFESSIONALISM4 one of the most excellent staff members who are and will be in high demand by the students. Professionalism has particular actions required to demonstrate. Such activities sum up to the values and standards that I am required to have and practice. The values are shared among the professional teachers who are in observation at my college. This value has been discussed in details in the following paragraphs. First, I am required to be knowledgeable. Most of the teachers in my college have an extensive understanding of the curriculum they are supposed to teach (Atkins & Tummons, 2017). Nevertheless, I know how to convey my knowledge to my students in a meaningful way. For example, I know how to work several sets of mathematical problems and providing various examples and applications. Knowing tends to allow a teacher on how to relate the classwork and our daily lives experience. I can relate mathematics and real-life situations such as counting change in grocery stores. Besides, there are new applications in technology where mathematics knowledge is applied in technology, including the use of computers that have some basic calculations using attractive images and figures. Students are able to build interest in interacting with such practical’s (Esmond &Wood, 2017). Therefore, the advancing world requires professions to be updated on the crucial changes to allow effectiveness in the learning environment. Every teacher must have an upright understanding of curriculum they take and present them to the students in an influential manner. It is also crucial for teachers to be aware that learning is not only meant for students but also themselves (Hooley et al., 2016). Teachers should build interest in learning new and developing information. Secondly, as a professional teacher, I am supposed to be aware of diversity. There is a need to understand the cultural diversity and experiences can influence the learning of my
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PROFESSIONALISM and DUAL PROFESSIONALISM5 students. Such differences include language, age, and ethnicity. As required by my field of specialization, I can modify various instruction to suit the need of every student, considering that they have different difficulties. Besides, teachers should be able to eliminate the difference as much as possible so that students can interact with one another without acknowledging their differences (James, 2017). Another aspect in the capable profession includes the ability to collaborate (James, 2017). Collaboration is the action in which the teachers and students work together to produce excellent learning. As a professional teacher, I know that it is crucial to keep in mind that learning does not stop in the classroom. Also, collaboration is not limited to students and teachers; it goes all the way to the parents and guardians who are helping the students to learn. My school has established stable and reliable relationships among administrators. The vision is grounded on meeting the school needs, goals, and objectives. Collaboration ensures that all the activities in the school run smoothly, and in any case of faulty operation, the concern can come up with better solutions (Esmond &Wood, 2017). Moreover, strong communication skill is among the fundamental values required by the teaching and training profession (Esmond &Wood, 2017). Communication skills allow the teacher to listen and speak diligently to their students. I ensure that my communication skills do not stop learning in the class but rather boost the interaction between my students and me. I achieve excellent communication skills, using both verbal and nonverbal cues. I also incorporate written communication skills to provide a supportive environment for those with special needs. Communication can be termed as the backbone of every learning and training because it ensures that information is passed successfully.
PROFESSIONALISM and DUAL PROFESSIONALISM6 Also, the ability to plan is so crucial that whenever there is planning, activities or programs end up clashing, and some skipped (James, 2017). Such an awkward situation is not encouraged in the learning environment. Every teacher is required to have a plan in both short and long term understanding of the needs of the curriculum, learning styles and the needs of students. Enough resources are essential in the classroom to ensure that both long and short-term plans are made. Code of conduct is also important to teachers. Another definition in general professionalism is stated as the standard and normative ethical value that is worth promoting and maintaining in every teaching or training profession. Therefore, teachers should keep an ethical code of conduct such as trustworthy, confidence, and honesty is their rating of marking and assessment. I ensure that my work and behaviour maintain high standards of integrity. The code of conduct involves me as a teacher to avoid probably getting into distrust and uncertainties. The code of conduct would also benefit students by guaranteeing wellbeing and welfare of students (Atkins & Tummons, 2017). Lastly, as a qualified specialist, teachers in this profession should be accredited for assessing and teaching students with special learning difficulties. Qualification is very important to a teacher who gets into this field because unqualified teachers tend to force themselves in such a situation. Having such learners with special needs requires that the teacher handle the in very Hamble and concern ways. They should prove that they meet the criteria of the official approval board. For instance, the British Board of Dyslexia provides better approvals in this profession (Esmond &Wood, 2017). On the other hand, the relationship in professionalism, training, and learning is majorly reinforced by the professional body over a career. Training and professionalism involve some
PROFESSIONALISM and DUAL PROFESSIONALISM7 important aspects, such as leadership (Esmond &Wood, 2017). Leadership qualities are not inevitable in every training, and it makes an excellent trainer. Trainers are subjected to inactions and actions in their daily routines. Almost every value in teaching applies to trainers. Both training and education are learning processes that require principles of active forms of communication (Hooley et al., 2016). I am confident that following the values mentioned above will help me attain my goals in leaving a legacy in my profession. In doing so, my work will help every generation that goes through my care and learning processes. Reference List
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PROFESSIONALISM and DUAL PROFESSIONALISM8 Atkins, L. and Tummons, J., 2017. Professionalism in vocational education: International perspectives.Research in Post-Compulsory Education,22(3), pp.355-369. Esmond, B. and Wood, H., 2017. More morphostasis than morphogenesis? The ‘dual professionalism’of English Further Education workshop tutors.Journal of Vocational Education & Training,69(2), pp.229-245. Hooley, T., Johnson, C. and Neary, S., 2016. Professionalism in careers. James, D., 2017. Professional identity, learning cultures and educational quality: Some lessons from further education.Wales Journal of Education,19(1), pp.107-124.