BTEC Level 5: Wider Professional Practice & Development Report

This report discusses the concepts of professionalism and dual professionalism in the context of education and training, particularly within a college setting in London where the author teaches business management. It explores the importance of professionalism in fostering positive student-teacher relationships and instilling values, as well as the role of dual professionalism in combining teaching expertise with vocational knowledge. The report details the application of these concepts in the classroom, emphasizing quality teaching, adherence to professional standards, and motivating students. It also reflects on the challenges and support systems in a demanding educational environment, aiming to contribute to quality assurance and student success. The author highlights the significance of maintaining a professional demeanor, fostering positive interactions, and continuously improving teaching methods to meet the diverse needs of students.

EDUCATION
AND TRAINING

INTRODUCTION
 Teaching is one of the most difficult jobs in the world (Leberman and McDonald 2016).
 This is because a teacher is responsible for the shaping of the future of the children under
his or her care (Abele et al., 2015).
 In this presentation the concepts of professionalism and dual professionalism are
explained.
 In this regard, the concepts are used to analyze how the different professional values are
used to influence my own practice in my area of specialization.

MY AREA OF
SPECIALIZATION
 I teach in a college located in London in Britain known as the Abbey
College.
 My field of specialization is business management and I teach the
students who are pursuing this subject as honors, in their third
semester.

CONCEPT OF
PROFESSIONALISM
• A teacher plays one of the most vital role in aiding the minds of the young people to
develop their thought process and the aspect of critical thinking (Bowe, Ball and Gold
2017).
• This refers to the condition of professionalism which is highly desired within the field
of education, especially in the level of colleges and universities (Hart Research
Associates 2015).
• The benefit of professionalism is that the teacher manages to enjoy a cordial relation
with the student while influencing the students with the correct values and morals.

• The code of conduct of professional teachers and the ethics of organization are -
• Neat appearance – The appearance of a teacher is considered to be one of the
first signs of professionalism. Overall, they should appear presentable and
solemn in front of the students (Allen and Penuel 2015).
• Interacting in a positive manner with the students – It is the responsibility of the
teacher to provide help and support to the students who are in need of it (Luft et
al., 2015). For this purpose, the teacher must always keep a positive attitude
whenever a student comes to him or her with queries.
• Interacting with the colleagues in a productive manner –Productive relations in
the work place ensures that there are no personal grudges among the concerned
people (Santoro and Kennedy 2016).

CONCEPT OF DUAL
PROFESSIONALISM
 Dual professionalism signifies the situation where the trainers and the teachers are dual
professionals in the sense that they are both the teaching experts and the vocational
experts (Fullan, Rincón-Gallardo and Hargreaves 2015).
 The trainers and teachers are required to apply their different teaching skills in the
classrooms to the appropriate scenario so that they may be understood by all the diverse
learners (Darling-Hammond 2017).
 This will help the learners to understand about the subject in a better manner and as a
consequence, will imbibe the necessary skills (DeLuca, LaPointe-McEwan and Luhanga
2016).

APPLICATION OF PROFESSIONALISM IN
CLASSROOM
 The aspect of professionalism and dual professionalism has been applied by me in my role
as a teacher.
 I am simply not required to teach the students about my area of specialization, that is
international relations.
 Rather, I am required to ensure that they understand what is being taught (Sachs 2016).
 For this purpose, I have decided to uphold the different professional standards while
imparting knowledge within my class. The main objective is towards quality teaching.

 In this respect, the various professional values are adhered to in order to
influence my own practice. Being a dual professional has involved me as
members of professional bodies and this has its own benefits.
 For instance, being both a teacher and a trainer, I am required to solve the
doubts of the students in the context of business management.
 The benefit is that it is gradually making me the most sought after person in
the staff rooms (Dengerink, Lunenberg and Korthagen 2015).
 The students must be motivated to study and learn instead of fearing the
subject.

 The professional standards influence my working in the college. In my
practice as a teacher, I try to adhere to some of the policies mentioned in the
professional standards. For instance,
 I try to ensure that the attire worn by me in college is proper and decent.
 I try to maintain a positive attitude while answering the questions and queries
of the students.
 My aim is to help as many students as possible and hence, the method of
teaching is most vital.

CONCLUSION
• In conclusion it can be observed that I have not worked in such a
challenging environment before.
• The support of the other colleagues and staff members is important to a
great extent to overcome the challenges and assure the delivery of quality
education to the concerned students.
• My aim is to become a staff member who is able to help all those students
who are in need of them.

REFERENCES
• Abele, E., Metternich, J., Tisch, M., Chryssolouris, G., Sihn, W., ElMaraghy, H.,
Hummel, V. and Ranz, F., 2015. Learning factories for research, education, and
training. Procedia CiRp, 32, pp.1-6.
• Allen, C.D. and Penuel, W.R., 2015. Studying teachers’ sensemaking to investigate
teachers’ responses to professional development focused on new standards. Journal of
Teacher Education, 66(2), pp.136-149.
• Bowe, R., Ball, S.J. and Gold, A., 2017. Reforming education and changing schools:
Case studies in policy sociology. Routledge.
• Darling-Hammond, L., 2017. Teacher education around the world: What can we learn
from international practice?. European Journal of Teacher Education, 40(3), pp.291-
309.

•DeLuca, C., LaPointe-McEwan, D. and Luhanga, U., 2016. Teacher assessment
literacy: A review of international standards and measures. Educational
Assessment, Evaluation and Accountability, 28(3), pp.251-272.
•Dengerink, J., Lunenberg, M. and Korthagen, F., 2015. The Professional
Teacher Educator: Six Roles. Johannes Mayr, Eveline Gutzwiller-Helfenfinger,
Georg Krammer und, p.334.
•Fullan, M., Rincón-Gallardo, S. and Hargreaves, A., 2015. Professional capital
as accountability. education policy analysis archives, 23, p.15.
•Hart Research Associates, 2015. Falling short? College learning and career
success. Association of American Colleges and Universities.

•Leberman, S. and McDonald, L., 2016. The transfer of learning:
Participants' perspectives of adult education and training. Routledge.
•Luft, J.A., Dubois, S.L., Nixon, R.S. and Campbell, B.K., 2015. Supporting
newly hired teachers of science: Attaining teacher professional
standards. Studies in Science Education, 51(1), pp.1-48.
•Sachs, J., 2016. Teacher professionalism: Why are we still talking about
it?. Teachers and Teaching, 22(4), pp.413-425.
•Santoro, N. and Kennedy, A., 2016. How is cultural diversity positioned in
teacher professional standards? An international analysis. Asia-Pacific
Journal of Teacher Education, 44(3), pp.208-223.

THANK YOU