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Report on Post-compulsory Teaching Sector

   

Added on  2020-06-06

6 Pages1416 Words155 Views
What you think teaching in the postcompulsory sector entails
Report on Post-compulsory Teaching Sector_1
TABLE OF CONTENTSINTRODUCTION...........................................................................................................................11. Involvements in post-compulsory sector................................................................................12. How own values and beliefs hinders of fosters development as a teacher.............................3CONCLUSION................................................................................................................................3REFERENCES................................................................................................................................4
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INTRODUCTIONThe post compulsory teaching sector is wide and diverse which requires effectivelearning of the subject (Dhillon and et. al., 2016). There are certain set of skills, values, beliefsthat impact upon one's ability to understand and teach. In context to the, post-compulsory sectorthere are so many things involved in teaching. This report covers these entails in post-compulsory teaching sector. It is a reflective piece that determines individuals' beliefs aroundeducation that can hinder or foster the development as a teacher. 1. Involvements in post-compulsory sector.The post-compulsory sector has been renamed lifelong learning sector. In order to startteaching practices in this sector, there are some entry requirements. It is essential to gain the tagof QTLS (Qualified Teacher in Learning and Skills) (Kay, 2016). This degree is applicable forthe people who want to teach in the following areas:Sixth Form and Further Education.Higher Education.Adult Training and Education in industry and commerce.Adult Training in public sector services such as the NHS, the police, and social services.Besides this, there are some personal requirements that are required to be entailed for theteaching in post-compulsory sector. It is necessary to have suitable qualification and experiencein the interested subject. The age of learners should minimum to be 21 for teaching the post-compulsory courses (Rowan, 2016). Besides this, English and Mathematics at grades A-C ishighly desired in the practice. There are three different qualification types which requiresdifferent skills set, these are level 3 award, level 4 certificate and Level 5 diploma in educationand training. Despite of these educational requirement, there are some more things that areessential to possess to become a teacher at post-compulsory sector. Following are someentailments that I think teaching in post-compulsory sector requires:In depth knowledge of the subject that the client is intertwined in teaching. Thisunderstanding helps in clearing the doubts of the students.1
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