Role of the Teacher in the Lifelong Learning Sector

Running head: ROLE OF THE TEACHER IN THE LIFELONG LEARNING SECTOR
ROLE OF THE TEACHER IN THE LIFELONG LEARNING SECTOR
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ROLE OF THE TEACHER IN THE LIFELONG LEARNING SECTOR1
Introduction
The lifelong learning sector is considerably unusual and is born out of a governmental
commitment to support the involvement of adults into learning whether as a vital part of further
education course or integrated work-based knowledge development program (Bhatia 2015).
Lifelong learning primarily aims to promote inclusion while supporting the standards of adult
education after the existing school-leaving age of 16 years. Lifelong learning discusses about
learners in sixth from education right through to adults knowledge development in community
based setting. According to Duckworth and Maxwell (2015), diverse range of learners and the
competences and skills of those learners show propensity of presenting range of issues for a
teacher engaging into a profession. However, it is imperative to comprehend what is anticipated
of a teacher into this setting and the prominence of their role and responsibilities are towards
their learners. The following essay aims to analyse the character of the teacher engaged in the
lifelong sector and shed light on the relevant professional and legislative frameworks.
Additionally, it will critically analyse core concepts, theoretical understandings and values which
reinforce the planning, distribution and evaluation of learning (Corbett 2017). Lastly, it will
focus on classroom management and explain the way inclusion is reinforced to particular
methods as well as resources used in the process of planning, teaching and issues in relation to
individual needs.
Discussion
Analysis of the role of the teacher in the lifelong learning sector
The key values for teachers in lifelong learning sector represent the skills, competence
and attributes essential for persons who accomplish the all-embracing practices of educating as
well as training accountabilities endeavored in the segmentation with learners and supervisors. In

ROLE OF THE TEACHER IN THE LIFELONG LEARNING SECTOR2
the view of Bhatia (2015), not all standards will primarily recognize all learning parts. However,
to certain degree they provide the base for the development of indirect part specifics as well as
elements of assessment which provide principles and standards for presentation in practice of
array of task performed by educators, trainers as well as mentors engaged in the lifelong learning
sector. Together, these will extricate the parts of Passport which is the initial teaching prize,
QTLS or experiences leading Qualified Teacher, Learning and Skills standing in addition to
supplementary transitional as well as improved teaching experience (Esmond 2019).
Furthermore, leadership preparing will be reliant on new adapted standards for leadership and
supervision inside the sector and principles’ qualifications will be presented.
In relation to the responsibilities of teacher vis-à-vis students, there can be identified
range of essentials which must be attained. Comprehensive studies of Yang, Schneller and Roche
(2015) have mentioned that teacher must take into account the competencies of the learners in
their group and offer suitable lesson plans which will enable their learning. Furthermore, they
must apprehend their learners and develop suitable associations while managing behavioural
encounters consequently. Additionally, teachers’ responsibility in lifelong sector must
fundamentally support and promote equality (Corbett 2017). Moreover, at a national level this
possibly refers to support of greater social equality by providing individuals with aptitude of
searching work and uphold employment, which might deliver greater propensities for social
mobility. In the view of Duckworth and Maxwell (2015), fairness and equality are also seen as a
concern which should be fundamentally addressed in the classroom setting. Additionally,
responsibilities of teachers in lifelong teaching entail to value diversity as well as promote
equality between their learners. Studies have mentioned the importance of Every Child Matters
which offers a framework for defending as well as supporting youths in the domain of education

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whereas the Special Educational Needs and Disabilities Act 2001 has stated that disabled
learners have the fundamental right not to be categorized or victimized against in the sphere of
learning.
Key concepts, theories and principles which underpin the planning, delivery and assessment of
learning
The two vital theories of specific relevance while taking into consideration lifelong
learning are known as cognitivism and constructivism. Klapper and Refai (2015) have postulated
that cognitivism fundamentally explained as Gestalt theory which speaks of learning as
understanding the association between old and new concepts of learning. As a psychological
theory, gestalt theory contains integrated association with several linguistic grounds particularly
cognitive linguistics. Moreover, the drive of English education in universities as well as colleges
relies on developing the comprehensive aptitude of learners along with communicative ability of
implementation of English (Wuestewald 2016). However, proper teaching methods not only
simply improves English classroom teaching effect but fundamentally directs learners to practice
a habit of implementing rational learning tactics in English learning in universities as well as
colleges. By drawing relevance to these aspects, Moodly and Drake (2016) have focused on
Gestalt principles of cognitive linguistics in English listening assessments as well as English
vocabulary teaching. Furthermore, Yang, Schneller and Roche (2015) have noted that
pronunciation, grammar as well as vocabulary have been considered as important components of
language. As a result, the learning process of pronunciation can be completed within a week and
grammar can successfully be accomplished in number of months or years. Conversely, the
accumulation of English vocabulary is explained as a lifelong process. Thus, it creates great
challenges for many learners; on the other hand the importance of English vocabulary must not