Concept of Professionalism Assignment 2022

Wider Professional Practice and Development in Education and
Training
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Student name: Patricia Omorodion-Daniel
Student ID:102758

Contents
Introduction................................................................................................................................3
Task 1.........................................................................................................................................4
1.1 The concept of professionalism and dual professionalism in education and training. 4
1.2 Ways in which professional values influence own practice in an area of specialism......6
Task 2.........................................................................................................................................7
2.1 Ways in which social, political and economic factors influence education policy..........7
2.2 The impact of current educational policies on curriculum and practice in own area of
specialism...............................................................................................................................8
4.1 key aspects of policies, codes of practice and guidelines of an organisation...................9
4.2 The impact of organisational requirements and expectations on curriculum practice in
own area of specialism.........................................................................................................10
Task 3.......................................................................................................................................11
3.1 The roles of stakeholders and external bodies in education and training.......................11
3.2 Explain the accountability to stakeholders and external bodies impacts on organisations
in education and training......................................................................................................12
3.3 Importance of work in partnership with employers and other stakeholders..................12
3.4 The impact of being accountable to stakeholders and external bodies on curriculum
design, delivery and assessment in own area of specialism.................................................13
Task 4.......................................................................................................................................15
5.1 Analyse the quality improvement and quality assurance arrangements of own
organisation..........................................................................................................................15
5.2 Explain the function of self-assessment and self-evaluation and the quality cycle.......17
5.3 Evaluate a learning programme taking account of the quality maintenance of own
organisation..........................................................................................................................19
5.4 Identify areas for improvement in the learning programme taking account of the
outcomes of evaluation.........................................................................................................20
Conclusion................................................................................................................................21
Reference..................................................................................................................................22

Introduction
Students are seen as the country's fate and humanity, and teachers are regarded as reliable
guides for their progress. Educators are responsible for influencing a student's future,
developing him or her to be a worthy human being, in addition to guiding students in
academics and extracurricular activities. A teacher instils knowledge, strong morals, tradition,
modern-day difficulties, and methods for overcoming difficulties in students. An excellent
instructor is beneficial to students, and mastering professional practice is critical for anybody
preparing to teach further education and skills. Teachers are expected to be masters of all
trade, and effective needs to be mastered in both teaching and vocational training (Zanting,
Verloop and Vermunt, 2003).
The following report will highlights on best practices in education and training. Recognise
professionalism and the impact of professional ideals in training and education. The purpose
of the paper is to lay out strategies for being a desirable educator by learners. Furthermore,
this study will devise methodologies for evaluating learners' quality assurance framework.
Several educational and training methodologies and demands will be described. This report
will enlighten me as a teacher in many situations about professional practises in the education
sector. The following report will examine the concept of professionalism and dual
professionalism in the wider profession of training and education process. A personal
evaluation will also be outlined to comprehend the impact of professional value on one's
practises. External environmental elements will be examined in a report to assess the
influence of external factors on the internal policies of the educational sector. The effects of
educational policy on the curriculum will be examined. The role of various stakeholders and
external entities will also be explored. The influence of stakeholders and external entities on
the education and training system will be examined based on the unique teaching method.
The study will emphasise the need of collaborating with stakeholders and other agencies. The
report will also examine the quality assurance and quality improvement processes.

Task 1
1.1 The concept of professionalism and dual professionalism in education and
training
Source: Designed by the author
Professionalism states an individual's conduct, demeanour, and attitude in a workplace
(Finestone, 2012). The particular activities that demonstrate professionalism may differ. The
majority of professionals share some criteria in common, and they are (Zaino and Abendroth,
2010). To be a professional in the teaching profession, several ideas are considered, and the
concepts assist the teacher in understanding the requirements necessary to be a professional
in the particular subject. Professional codes of conduct demand that professionals be
dependable, impartial in scoring and evaluating, maintain confidentiality, and not utilise their
knowledge for fraudulent purposes. As an instructor, the code of conduct forbids me from
compromising professional standards (Zaino and Abendroth, 2010).
National professional bodies ensure that every student receives full attention and achieves a
high level of achievement, and they also give chances for teachers to learn about cutting-edge
research in teaching and education. A national organisation helps to refine the professional
path (Pratten and Ashford, 2001).
Professional recognition in professionalism is also another critical factor. Professional
Recognition certifies an educator as an outstanding professional in a given discipline.
Recognition as a professional and qualified teacher will inspire me, instil appreciation in the
profession of teaching, and convey to students and parents that the institution has excellent
Professionalism Dual Professionalism

instructors. Being a member of a professional body provide me credibility when looking for
employment or showcasing my skills to potential clients. Participating in local meetings or
activities can help me know my colleagues more, connect with opponents, and develop
relationships with potential mentors (Fajardo Castañeda, 2014).
As an Early Years Educator, I am expected to hold an appropriate child care related
qualification and teach a specified number of hours each week. Obtaining the Qualified
Teacher Learning and Skills credential is another key step toward professionalism (QTLS).
Acquiring QTLS will also allow me to teach at college under the same circumstances as I
would under QTS. Ensuring operational quality and performance requires professionalism.
Dual professionalism is a system where an individual works in the sector and instructs others
to understand better what employers are looking for. Teaching and training is the best pair for
dual professionalism. Dual professionalism is the contextual understanding of clear and in-
depth knowledge and expertise in teaching and learning. The dual professionalism of
Education and Training is the basic concept of professional standards. A highly qualified
teacher and expertise offer the best for the student. Teachers and trainers must understand and
implement teaching skills suitable for various situations and types of learners and provide the
learners with specialist topic knowledge and capabilities. Usually, it is fruitful for the student
when the subject teacher is also the vocational expertise; it is the most sophisticated process
for both the students and the institution. Many instructors in Further Education have dual
professionalism (Peel *, 2005).
As a nursery teacher, I must pay special attention to my learners' needs and utilise my
expertise to prepare them for the real world. As a nursery instructor, I utilise my
professionalism to raise standards and provide learners with up-to-date knowledge. I should
discover and apply for opportunities that need me to exhibit practise capacities.
I follow the college's code of conduct, which pertains to me as a teacher, in carrying out my
duties. I created some motivating aims to encourage my business management education,
such as displaying fresh material and curriculum updates regarding the nursery. I also
organise my lessons regularly and provide a safe learning atmosphere. One of the major
advantages of dual professionalism is that the students in dual education systems are better
equipped to join the labour market at a very young age because they gain higher vocational
education and training.