Dual Professionalism and Accountability in Maths/Numeracy: Analysis

This assignment analyzes the concepts of dual professionalism and accountability within the context of mathematics and numeracy education, particularly in higher education. It defines dual professionalism as the combination of subject matter expertise and pedagogical skills expected of teachers and trainers. The analysis emphasizes the importance of these professionals in fostering student learning and confidence, especially in subjects like mathematics. The document highlights the role of vocational teachers and trainers in making maths relevant and building learners' skills. Accountability is described as the responsibility of teachers and trainers to ensure students achieve high standards of performance and develop problem-solving skills. The assignment references key literature on the topic, exploring the skills and knowledge needed for effective maths instruction and the importance of maintaining industry and pedagogical currency.

Dual professional and
accountability

Table of Contents
Question...........................................................................................................................................1
Analysis of what is meant by ‘dual professional’ and accountability in maths/numeracy area
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References:.......................................................................................................................................1
Books and Journals.................................................................................................................3

Question
Analysis of what is meant by ‘dual professional’ and accountability in maths/numeracy area
The teachers and trainers in the education sector are expected to maintain the highest standard of
ethics and professional behaviour which supports the learning and development of the learner
and also their expectations in order to ensure the best results from the learners. This is a concept
of dual professionalism in the education sector where the teachers and trainers are considered as
the dual professionals (Pozo-Llorente and Poza-Vilches, 2020). The teachers and trainers in the
education and training sectors are the experts all the specialist of a particular subject and highly
committed for developing and maintaining their skills and expertise over the subject as well is
vocational for their role to ensure that they are giving best outcome to their students. In
mathematics and numeracy area the dual professionalism is a concept to understand the deep
knowledge as well as expertise in the learning process of mathematics and its concepts as well as
to improve the skills and practice the mathematical area. Teachers and trainers are the dual
professionals of the mathematics as they both subject and vocalist specialist of a particular area
under the mathematics as well as they are the teaching experts and has ruled that the loan must
receive and achieve the best results through their guidance of high quality training and education
in mathematics. It is analyse that a person who teaches mathematics of the numeracy in the
higher education are required to have the dual identity means they are required to involve in
professional experts of the mathematician's and the teacher but also required to teach
mathematics and numeracy qualification consistent of attainment of expert level of mathematics.
Dual professionals- vocational teachers and trainers can play a major role in helping individuals
see the relevance of maths and in building learners’ confidence to enable them to improve, many
do not have the skills they know are required to teach literacy and numeracy (Parthab, 2020).
Mathematics and numeracy area is very critical and difficult subject to understand and is
required in the daily routine the demand of dual professionals is more in this area of education
and training sector as academic teachers are not enough for learning of mathematics. Subjects
like mathematics have more requirement of the vocational and lecturers those are experienced
and knowledgeable the range of skills and knowledge required to make the learners receive
utmost knowledge and achieve them skills in the mathematics. Basic meaning of accountability
is a responsibility of holding everyone for the highest standards of performance. Mathematics
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accountability means teachers and trainers taking responsibility of crafting the learners to
achieve smart and excellent problem solving vision with learning and growth in the mathematics.
Accountability is to provide the more effective mathematics improvement programs in order to
enhance the efficiency of the learner’s achievements and behaviours regarding the learning
concept of mathematics and numeracy area (Tyler and Dymock, 2019).
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References:
Books and Journals
Parthab, S., 2020. The development of vocational learner identities by 16-19 year-old learners in
Further Education (Doctoral dissertation, University of Leeds).
Pozo-Llorente, M.T. and Poza-Vilches, M.D.F., 2020. Conditioning Factors of Sustainability of
Dual Vocational Educational Training in Andalusia (Spain): Case Study of Three
Educational Centres. Sustainability, 12(22), p.9356.
Tyler, M. and Dymock, D., 2019. Maintaining industry and pedagogical currency in VET:
practitioners’ voices. International Journal of Training Research, 17(1), pp.4-20.
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