Professionalism and Dual Professionalism in Higher Education

This essay delves into the concepts of professionalism and dual professionalism within the context of teaching and training. It defines professionalism as encompassing the conduct, behavior, and attitude of educators, emphasizing the importance of incorporating professional attributes in interactions with learners. The essay highlights the significance of professionalism in establishing a robust career reputation, demonstrating high professional standards, and upholding strong work ethics. It explores dual professionalism, emphasizing in-depth knowledge and expertise, and its impact on the quality of education. The author, a dual professional, shares their experiences and insights, emphasizing the importance of knowledge, diversity awareness, collaboration, communication skills, planning, and ethical conduct. The essay concludes by discussing the relationship between professionalism, training, and learning, emphasizing the role of leadership and active communication in fostering effective learning environments. This assignment provides a detailed overview of the core values and principles of professionalism in education.

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Running Head: PROFESSIONALISM and DUAL PROFESSIONALISM
PROFESSIONALISM and DUAL PROFESSIONALISM
By Student’s Name
Course Name
Name of Professor
Name of the University
Due Date

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Professionalism is referred to as the conduct, behaviour, and attitude of a teacher or
trainer in teaching and training environment. A teacher is not only required to work so that they
can portray the essential qualities and characteristics of professionalism but also incorporate such
attributes in their daily interaction with learners. Professionalism result in a successful and robust
career reputation. Besides, it shows a high professional standing, excellence, and high level of
work ethics. It is the central aspect of both training and education (Esmond &Wood, 2017).
The main focus of professionalism is to enable trainers and teachers to develop on their
skills, improve their standing and quality with the acknowledgement of education and training
systems. Nevertheless, teachers depict a higher professional standard grounded on the interaction
with students, colleagues, administrators, staff, parents, and members of the community. An
essential step in joining professionalism is acquiring a degree or certificate in education and also
attaining the required state licensing standards (Atkins & Tummons, 2017).
Dual professionalism is not much different from professionalism. Professionalism is the
basis of dual professionalism. The primary conceptualization in it is the in-depth knowledge as
well as expertise. Many expert skills are elaborated in dual professionalism (Esmond &Wood,
2017). Therefore, it shows that better quality education and training results in impressive scores
and metrics in relation to learners. The teachers and trainers belong to the category of dual
professionalism, and they are both subject and vocational specialists. Teachers are dedicated to
developing and maintaining the role of ensuring that learners perform well and receive better
results. The category of dual professionalism comprises of professional on both areas in which it
is required in the recent times. Dual professionalism in relation to learning and teaching can be
seen in the perspective where a teacher is an expert in their teaching skills and subjects.

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Recently, it has been observed that dual professionalism is facing challenges in education. The
concept is not strange in the training and education sector, firms have employed persons with
enough skills and experience and who are relevant to the intended course of delivery (Hooley et
al., 2016). The most effective and reliable vocational training and teaching have been recognized
among the sophisticated process that requires dual professionals. Dual professionals have a
significant impact, including the ability to highlight quality teachers and trainers (Atkins &
Tummons, 2017).
. Such teachers and trainers have positive and productive relationships with employers
and clients in which results in a competitive edge.
It is import to put into consideration on how the leaners try to learn. Also, it has been
suggested that learners acquire knowledge in both workplaces and classroom differently and for
several purposes (James, 2017). Therefore, the educational institutions and universities need to
establish dual professionals and consider existing strength and practices of their team.
Identifying gaps and necessities of the plan is also essential. It is likely that when individuals
leave their occupation, their skills and knowledge tend to be outdated. It is commonly known as
the work-process knowledge, which requires a refreshing course every five years. It is then
crucial to practice and adapt new updates in line with the changes in the learning environment
(James, 2017).
I am a dual professional because I have been working as a teacher in Health and Child
Care and as a trainee in the College care. My primary responsibility is teaching diverse learners
in my class who have different learning difficulties. The diversity ranges from those who are
blind, lame to mentally impaired students. As a dual professional, my major goal is to utilize my
rich skills and knowledge to leave a significant impact on my students. Also, I aim to become

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one of the most excellent staff members who are and will be in high demand by the students.
Professionalism has particular actions required to demonstrate. Such activities sum up to the
values and standards that I am required to have and practice. The values are shared among the
professional teachers who are in observation at my college. This value has been discussed in
details in the following paragraphs.
First, I am required to be knowledgeable. Most of the teachers in my college have an
extensive understanding of the curriculum they are supposed to teach (Atkins & Tummons,
2017). Nevertheless, I know how to convey my knowledge to my students in a meaningful way.
For example, I know how to work several sets of mathematical problems and providing various
examples and applications. Knowing tends to allow a teacher on how to relate the classwork and
our daily lives experience. I can relate mathematics and real-life situations such as counting
change in grocery stores.
Besides, there are new applications in technology where mathematics knowledge is
applied in technology, including the use of computers that have some basic calculations using
attractive images and figures. Students are able to build interest in interacting with such
practical’s (Esmond &Wood, 2017). Therefore, the advancing world requires professions to be
updated on the crucial changes to allow effectiveness in the learning environment. Every teacher
must have an upright understanding of curriculum they take and present them to the students in
an influential manner. It is also crucial for teachers to be aware that learning is not only meant
for students but also themselves (Hooley et al., 2016). Teachers should build interest in learning
new and developing information.
Secondly, as a professional teacher, I am supposed to be aware of diversity. There is a
need to understand the cultural diversity and experiences can influence the learning of my

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students. Such differences include language, age, and ethnicity. As required by my field of
specialization, I can modify various instruction to suit the need of every student, considering that
they have different difficulties. Besides, teachers should be able to eliminate the difference as
much as possible so that students can interact with one another without acknowledging their
differences (James, 2017).
Another aspect in the capable profession includes the ability to collaborate (James, 2017).
Collaboration is the action in which the teachers and students work together to produce excellent
learning. As a professional teacher, I know that it is crucial to keep in mind that learning does not
stop in the classroom. Also, collaboration is not limited to students and teachers; it goes all the
way to the parents and guardians who are helping the students to learn. My school has
established stable and reliable relationships among administrators. The vision is grounded on
meeting the school needs, goals, and objectives. Collaboration ensures that all the activities in
the school run smoothly, and in any case of faulty operation, the concern can come up with better
solutions (Esmond &Wood, 2017).
Moreover, strong communication skill is among the fundamental values required by the
teaching and training profession (Esmond &Wood, 2017). Communication skills allow the
teacher to listen and speak diligently to their students. I ensure that my communication skills do
not stop learning in the class but rather boost the interaction between my students and me. I
achieve excellent communication skills, using both verbal and nonverbal cues. I also incorporate
written communication skills to provide a supportive environment for those with special needs.
Communication can be termed as the backbone of every learning and training because it ensures
that information is passed successfully.

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Also, the ability to plan is so crucial that whenever there is planning, activities or
programs end up clashing, and some skipped (James, 2017). Such an awkward situation is not
encouraged in the learning environment. Every teacher is required to have a plan in both short
and long term understanding of the needs of the curriculum, learning styles and the needs of
students. Enough resources are essential in the classroom to ensure that both long and short-term
plans are made.
Code of conduct is also important to teachers. Another definition in general
professionalism is stated as the standard and normative ethical value that is worth promoting and
maintaining in every teaching or training profession. Therefore, teachers should keep an ethical
code of conduct such as trustworthy, confidence, and honesty is their rating of marking and
assessment. I ensure that my work and behaviour maintain high standards of integrity. The code
of conduct involves me as a teacher to avoid probably getting into distrust and uncertainties. The
code of conduct would also benefit students by guaranteeing wellbeing and welfare of students
(Atkins & Tummons, 2017).
Lastly, as a qualified specialist, teachers in this profession should be accredited for
assessing and teaching students with special learning difficulties. Qualification is very important
to a teacher who gets into this field because unqualified teachers tend to force themselves in such
a situation. Having such learners with special needs requires that the teacher handle the in very
Hamble and concern ways. They should prove that they meet the criteria of the official approval
board. For instance, the British Board of Dyslexia provides better approvals in this profession
(Esmond &Wood, 2017).
On the other hand, the relationship in professionalism, training, and learning is majorly
reinforced by the professional body over a career. Training and professionalism involve some

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important aspects, such as leadership (Esmond &Wood, 2017). Leadership qualities are not
inevitable in every training, and it makes an excellent trainer. Trainers are subjected to inactions
and actions in their daily routines. Almost every value in teaching applies to trainers. Both
training and education are learning processes that require principles of active forms of
communication (Hooley et al., 2016). I am confident that following the values mentioned above
will help me attain my goals in leaving a legacy in my profession. In doing so, my work will help
every generation that goes through my care and learning processes.
Reference List

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Atkins, L. and Tummons, J., 2017. Professionalism in vocational education: International
perspectives. Research in Post-Compulsory Education, 22(3), pp.355-369.
Esmond, B. and Wood, H., 2017. More morphostasis than morphogenesis? The ‘dual
professionalism’of English Further Education workshop tutors. Journal of Vocational Education
& Training, 69(2), pp.229-245.
Hooley, T., Johnson, C. and Neary, S., 2016. Professionalism in careers.
James, D., 2017. Professional identity, learning cultures and educational quality: Some lessons
from further education. Wales Journal of Education, 19(1), pp.107-124.