Wider Professional Practice in Education and Training

Unit 4: Wider Professional
Practice in Education and
Training

TABLE OF CONTENTS
TASK 1......................................................................................................................................3
1.1 Concept of professionalism and dual professionalism in the education and training......3
1.2 Describing the ways in which own professional values influence own practice.............5
TASK 2......................................................................................................................................6
2.1 Ways in which social, political and economic factor affect the education policy...........6
2.2 Impact of current educational policies on curriculum and practices................................7
4.1 Explaining the key aspects of policies, codes of practices and guidelines of a firm.......7
4.2 Analysing the impact of organisation requirements as well as expectations on
curriculum practice.................................................................................................................8
TASK 3......................................................................................................................................9
3.1 Explain roles of stakeholders as well as external bodies in education and training........9
3.2 Explaining how being accountable to the stakeholders as well as external bodies’
impacts organisations within education and training...........................................................10
3.3 Evaluating why it is significant to work in partnership with the employers and other
stakeholders within education and training..........................................................................11
3.4 Analysing the effect of being accountable to the stakeholders as well as external bodies
on delivery, curriculum design and assessment in own area of specialism.........................12
TASK 4....................................................................................................................................13
5.1 Presenting the quality of improvement and quality assurance arrangement..................13
5.2 Function of self- assessment and self- evaluation..........................................................13
5.3 Learning programme by considering the quality maintenance......................................13
5.4 Areas of improvement in learning programme..............................................................14
REFERENCES.........................................................................................................................15
BIBLIOGRAPHY....................................................................................................................17

TASK 1
1.1 Concept of professionalism and dual professionalism in the education and training
The concept of professionalism in regard to the education and training as a teacher I
need to have a complete understanding and knowledge of my core subject which will give me
professional autonomy in my area of interest or specialization. This means gaining right to
teach without anyone’s supervision that I have being completely trusted by the respected
authority and offered with the qualified degree to provide education in that field without any
training. The concept of professionalism under the segment of training and teaching is
majorly assisted by the professional body in respect to the career. The professionalism on
account of the training involves various aspects, for instance, leadership which is very much
essential and necessary for making of a good trainer or a teacher.
The dual professionalism in the current time is having lot of difficulties. This
concept is not at all a new and for many years’ organizations have recruited people having
relevant course that can be delivered (Atkins and Tummons, 2017). The most appropriate is
the vocational teaching which requires dual professionalism. The high quality teachers along
with the trainers helps in providing better and effective services which helps in building a
competitive position. It is very much important for determining the various ways through
which the learners can learn.
Code of conduct
Professional teachers are not only bound by the code of practice but along with the
professional code of conduct as well apt the teacher’s dual professionalism roles. This
concept should be argued and taken as the normative ethical value which should be
maintained for the purpose of encouraging teaching. Teachers of any level is required to
highlight their professional ethics along with the values in demonstrating their level of
competency, innovation through the way of providing curriculum with autonomy and making
use of the different teaching approaches which are able to meet with the diverse learning
patterns of the students (Daikou and Telfer, 2018). A professional teacher is required to
ensure that it meets with the code of conduct otherwise, it might result into reducing the level
of trust which the general people expects. This means that the working genuinely with
honestly and integrity which results into taking guarantee about the well-being of the students
along with complying with the code of conduct management.