Professionalism and Teacher Qualifications in Further Education: A Literature Review

This literature review analyzes the challenges faced by teacher educators in further education with respect to professionalism and ethics. It examines the impact of policy on learners, teachers, and institutions, and provides insights into classroom practices and self-reflection.

Learning from policy context
and practice PG

TABLE OF CONTENTS
TABLE OF CONTENTS..............................................................................................................2
TASK 1- Literature review..............................................................................................................3
Professionalism and teacher qualifications in FE.......................................................................3
TASK 2............................................................................................................................................7
covered in PPT............................................................................................................................7
Self-reflection..............................................................................................................................7
REFERENCES................................................................................................................................9

TASK 1- Literature review
Professionalism and teacher qualifications in FE
Origins of the policy /issue
In today's era, teaching is a challenging profession so the teachers work has been profoundly
impacted over the few years. Hargreaves and O'Connor, (2018) has stated that The Institute
for learning was established in the year 2002 for the benefit of teachers and students. The main
objectives behind this is to act professionally for trainers, students, teachers and assessors in their
learning field or career in England. The study has shown about the policy and issues which is
related to professionalism and ethics in the further education. It will analyse the specific
challenges relating to education faced by teacher educators in the further education such as
nature of students and learners with respect to educational and training context.
In the support of this, Densmore, (2018) has stated that a profession is all about
controlling an occupation in every sector. Based on the research, IFL has offered a benefit for
teachers and trainers with the great opportunity in order to take part in consultations to inform
improving and developing policy which is related to further education, skills and knowledge. The
policy plays a vital role to gain insight about the experience of particular topic with is related to
professionalism and education both.
What did it replace or supplement?
The major aim of the policy is to examine the responsibilities and role taken by the institution for
learning in England. With the help of this policy, one can easily understand about the de
professionalism of the teachers in the educational field. It will also provide information about
qualification needed for the teachers in further education and new professionalism skills that is
driven by the practice of phronesis which is based on judgement with respect to teaching.
What are the main characteristics of the new policy?
The main characteristics of policy includes training, knowledge, customer welfare, employees
benefit, society welfare, code of conduct, community and commitment. Profession requires a
special skill, lots of knowledge so that they can easily teach their students. By adopting effective

policy institute encourage their students to learn new things which is beneficial for their career.
The policy approaches are majorly focused on control and power with respect to professions who
have managed and handled themselves in order to secure a degree of power at workplace.
According to Nurulloh and et.al., (2020), this policy also show how professions sought in order
to increase power and standing of professionals. The another characteristics includes the ability of
members to control their own qualification for membership the field professionalism.
What are the problems in education that it is trying to solve?
According to Larsen, Møller and Jensen, (2020), the major concern of this policy is to introduce
a genuine code of professional ethics. Hence, people are trying to solve such issue in order to
achieve success in the field of education and professionalism. They need to know about the
importance of professional ethics and rules made by higher authority. This has promoted a code
of professional practice in order to ensure about needs of government and staff members.
The another issue is all about concept and detailed information of dual professionalism at
workplace. With the help of this practice, tension of teachers with respect to teaching and other
related stuff in the education field. Along with this tension which arise from vocational experience
and from various past and current experience of being a professional teacher in further education
is also included in it. By supporting this statement, Psacharopoulos, (2018) who argue that a
prerequisite for obtaining a profession for educators, supervisor and leaders is the identification
of an organized body of skills and knowledge about professional career.
How has the policy impacted on learners in general?
Both positively and negatively
The policy impacted on learners
By learning about professionalism Singh, Allen and Rowan, (2019) says that policies
play a vital role in education and professionalism because they help a learner so that they can
create standard of quality for safety and learning sessions. They can easily achieve their goals
which is totally helpful for operating procedures. With the help of proper policy students can

create accountability which is beneficial for their professional career.
This policy has indirectly impacting on the lives and career of learners and also their ability
to study in order to achieve success and main objectives. Education and training requires highly
qualified teachers who can make the students' life easy so that they can achieve success. If the
student is not getting proper training and education based on the policy, then they will have to
suffer in their professional career.
How has the policy impacted on teachers in general?
Both positively and negatively
The policy impacted on teachers
According to Lambert, (2020), it is really necessary to understand the motivates of
teachers and their motivational level in order to develop and inform the improvement of local and
national policies with has direct and indirect impact on assessment, teaching and learning. By
understanding this, they can easily make sure about employee engagement initiatives and
professional development.
The positive impact includes they can easily know about their role in training and
education that can be developed easily. This will ultimately provide an idea about their practices
to gain a better understanding of what aspects of their responsibilities can be developed.
Moreover, it can influence teacher’s classroom practices and lead to develop achievement of
student when it focuses on learner’s subjects, instructional practices and whether students
understand or not about the particular subject.
On the other hand, if the students are not following policy then teachers may have to face
lots of challenges such as discipline issue. It does not give much self-confidence to the students,
because they may feel complex in a group of highly educated people which is not beneficial for
students and teacher’s performance. Another issue is rigid planning due to lack of time in the
workplace, hence this has created negative impact on the performance of teachers. Because of
too many initiatives they have to deal with paperwork, overload of work which has impacted the
energy level of mentors.
How has the policy impacted on institutions in general?
Both positively and negatively

The policy impacted on institutions
A positive policy can create positive impression of institution in front of others and it will
also attract people because of ways the people communicate with each other in the workplace. It
will ultimately increase the interpersonal relationships and a lasting reputation within the
institution and any organization. According to Clarke and et.al., (2017), a positive policy and
professional ethics improve the learning quality and it will ensure the better learning environment
for the students.
By supporting this, Broglia, Millings and Barkham, (2018) argue lack of
professionalism will negatively impact the working place and learning environment. Due to
indiscipline of students and teachers, the reputation of institutions may get affected.
How has the policy impacted on my classroom practice?
Both negatively and positively
The policy impacted on classroom practice
According to Dymock and Tyler, (2018), professionalism has a positive impact on
learning outcomes which is helpful for higher education and training outcomes in the classroom
practice. If the students will take their responsibilities and role seriously in the classroom and
following the policy, then it will provide them mutual respect of other students. If they are not
following the act or policies seriously then it may cause to lose the trust and relationships with
others.
How has the policy change impacted on my own students?
The policy impacted on my own students
It is necessary to follow professionalism in the class or your own so that it will be
beneficial for self-confidence, self-evaluation and self-reflection. The positive impact on the
students includes it has improved the dedication level, integrity and responsibility related to task
that make them successful in their field (professionalism, 2021). If the students take ownership of
their duties, responsibilities and roles, it will help them find promotion, great opportunities and
achievement of skills and knowledge for further education.

TASK 2
covered in PPT
Self-reflection
I am teacher in the school of England, providing training and education to students so that
they can achieve success in their professional career. My head principles asked me to provide
detailed information on professionalism and its importance to achieve goals to students in my
classroom. I had never given presentation on this topic before so, I checked the information with
one of my mentor about concepts of professionalism and dual professionalism in further
education. For classroom activity, I have given topic of professionalism in further education and
importance of skills and knowledge to my students. In this task they have to write essay on the
above mentioned topic and provide me within 20 minutes. The rules include- for grading system
I will provide them marks on the basis of their time management skills. While checking the task I
was facing some technical issues in my computer, but later it was solved by one of my colleague.
After that, I checked assignment of my students which was really great task for me, so I thought
to provide them grades and feedback on the basis of their individual performance. I realized that
this is the best way to keep them motivated because it will encourage them to perform better in
their professional and personal career.
Although I was nervous because this was my first ever presentation on the topic of
professionalism and teacher’s qualification in further education. Giving them assignment was the
great experience because I came to know about the strengths and weaknesses of my students. It
will help me to improve their weaknesses and provide me idea about what are the major
improvement I need to focus on so that they can achieve their education goals in the classroom. I
have learned that teacher professionalism is important to raise their own professional skills,
knowledge and their status.
Education and training development required highly qualified teaching system in the
institute so that it will help to shape the future of student’s career. By evaluating the study, I have
also learned that with the help of professional development for leaders and teachers can help to
organize and plan their great time so that they can focus on students rather than paperwork. As a

teacher, I have learned that professionalism play a vital role in helping young generation and
students so that they can achieve professional goals or success. If done properly, it will help
teachers to build relationship with students and gain trust and mutual respect of students in the
classroom.
After feedback session all the students was kind to me and my head principle was
impressed by my performance. I felt absolutely amazing about the experience because I came to
know the importance of teaching and educational goals for students. I think I am able to handle
team work and speak in public with confidence because of my learning and leadership skills. But
I need to focus on my technical skills because I feel in today's education and training
development, this is the basic skill which is important for teachers. Also, if my colleagues need
any kind of support in future I will give them an opportunity to discuss with me regarding their
issues. Because team work and collaboration is helpful to build trust, mutual respect and
professional relationships between each other.

REFERENCES
Books and Journals
Broglia, E., Millings, A. and Barkham, M., 2018. Challenges to addressing student mental health
in embedded counselling services: a survey of UK higher and further education
institutions. British Journal of Guidance & Counselling. 46(4). pp.441-455.
Clarke, S. and et.al., 2017. EscapED: A framework for creating educational escape rooms and
interactive games for higher/further education. International Journal of Serious Games.
4(3). pp.73-86.
Densmore, K., 2018. Professionalism, proletarianization and teacher work. In Critical studies in
teacher education (pp. 130-160). Routledge.
Dymock, D. and Tyler, M., 2018. Towards a more systematic approach to continuing
professional development in vocational education and training. Studies in continuing
education. 40(2). pp.198-211.
Hargreaves, A. and O'Connor, M. T., 2018. Collaborative professionalism: When teaching
together means learning for all. Corwin Press.
Lambert, S., 2020. The implementation of sustainable leadership in general further education
colleges.
Larsen, E., Møller, J. and Jensen, R., 2020. Constructions of professionalism and the democratic
mandate in education A discourse analysis of Norwegian public policy documents. Journal
of Education Policy, pp.1-20.
Nurulloh, A. and et.al., 2020. THE ROLE OF THE HEAD OF MADRASAH'S POLICY IN
IMPROVING TEACHER PROFESSIONALISM. Nidhomul Haq: Jurnal Manajemen
Pendidikan Islam. 5(3). pp.334-346.
Psacharopoulos, G., 2018. RETURNS TO EDUCATION: A FURTHER INTERNATIONAL
UPDATE AND IMPLICATIONS. Discounting and Environmental Policy, p.63.
Singh, P., Allen, J. and Rowan, L., 2019. Quality teaching: Standards, professionalism,
practices. Asia-Pacific Journal of Teacher Education. 47(1). pp.1-4.
Tett, L., Cree, V. E. and Christie, H., 2017. From further to higher education: transition as an on-
going process. Higher Education. 73(3). pp.389-406.
Online
professionalism. 2021. [Online]. Available through: <
https://career.vt.edu/develop/professionalism.html>