Analysis of Skills, Values, and Beliefs in Post-Compulsory Teaching

This report delves into the essential skills and abilities required for teaching in the post-compulsory sector, also known as lifelong learning. It outlines the entry requirements, including the QTLS qualification and necessary experience and qualifications. The report identifies key entailments such as...Read More

What you think teaching in the post
compulsory sector entails

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
1. Involvements in post-compulsory sector................................................................................1
2. How own values and beliefs hinders of fosters development as a teacher.............................3
CONCLUSION................................................................................................................................3
REFERENCES................................................................................................................................4

INTRODUCTION
The post compulsory teaching sector is wide and diverse which requires effective
learning of the subject (Dhillon and et. al., 2016). There are certain set of skills, values, beliefs
that impact upon one's ability to understand and teach. In context to the, post-compulsory sector
there 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 around
education 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 start
teaching practices in this sector, there are some entry requirements. It is essential to gain the tag
of QTLS (Qualified Teacher in Learning and Skills) (Kay, 2016). This degree is applicable for
the 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 the
teaching in post-compulsory sector. It is necessary to have suitable qualification and experience
in 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 is
highly desired in the practice. There are three different qualification types which requires
different skills set, these are level 3 award, level 4 certificate and Level 5 diploma in education
and training. Despite of these educational requirement, there are some more things that are
essential to possess to become a teacher at post-compulsory sector. Following are some
entailments that I think teaching in post-compulsory sector requires:
 In depth knowledge of the subject that the client is intertwined in teaching. This
understanding helps in clearing the doubts of the students.
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 Effective planning and preparation of the lessons for the learners. This organisation will
assist in going through the concepts again so that they can be further be explained to the
learners effectively (Wright, Loughlin and Hall, 2017).
 Ability of teaching across a range of qualification types and levels. As there are different
type of learners that understand varied patterns.
 Good knowledge of all the required Standards and skills. The standards of the teaching
should be clear to the teachers.
 A teacher is expected to give responsive reflection to encourage the work of learner.
These reflective responses help in presenting the self-point of view on different topics to
which students can relate with (Anderson and Peart, 2016).
 It is necessary for a teacher to research and develop new topic to help learners in getting
recent data. This research will help in increasing the knowledge of the teachers that will
be passed to the learners.
 It is further required from a teacher to meet the educational needs of learners. For this the
appropriate method is required to choose.
 It is requisite to possess both written and verbal communication skills. It will simplify the
difficulties a learner face in understanding (Wormald, 2017).
 The ability to relate to all students, despite of the age, race, colour, abilities, etc. This type
of discrimination is highly required so that equal opportunities can be rendered to the
society.
 Enthusiasm, motivation and Commitment are required to keep moving in the sector with
interest. This interest further helps in giving the appropriate learning.
 Planning for learning is needed so that topic can be well explained to the learners. It will
assist in developing the notes that are useful in teaching practices.
 The teachers should have understanding of Theories and methods of teaching so that
effective teaching can be done. Also, the methods can be personalised to help each and
every learner in the difficulties of learning (Walker, 2017).
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Thus, these are the common skills and abilities that I think teaching in the post-
compulsory sector entails.
2. How own values and beliefs hinders of fosters development as a teacher.
The role of a teacher highly depends on the values and beliefs of an individual. These
factors play a crucial role in development. In order to evaluate the possibilities and extent of
development, it is necessary to understand the strengths and weaknesses. I have observed that
there are some factors that proves me a good teacher. However, it has been recognised that there
are some factors on which I need some improvements. The most vital component in the
improvement is the hard work. It ensures that an individual is willing to make efforts. The
learners should must be provided with the appropriate reading instruction before starting any
topic. In addition to this, vocabulary plays a major role in present days' life and thus, there
should be more emphasis on this element (Wright, Loughlin and Hall, 2017). In order to enhance
a collaborative spirit, group work is the most helpful thing. Group discussions and debates helps
in estimating the impact of rendered knowledge. The belief of rendering fair learning regardless
of age, religion, disability, colour, background, sex and sexual orientation renders equal
opportunities to all the learners (Thompson, 2016). Thus, these are the abilities which I possess
and I believe they will help in fostering the development as a teacher. However, it should be
noted that I lack in maintaining a disciplined environment in class that somewhere will impact
upon my teaching abilities. I should further involve more use of written communication as it will
help in improving the vocabulary. Thus, these are the major factors that will hinder my
development as a teacher.
CONCLUSION
In this study, the skills and abilities required in teaching post-compulsory courses are
studied. This assessment will help in understanding the key-requirements of teaching profession
in the relevant sector. Also, the impact of values and beliefs on the development as a teacher are
explained which can help a person in improvement.
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REFERENCES
Books and Journals
Anderson, N. and Peart, S., 2016. Back on track: exploring how a further education college re-
motivates learners to re-sit previously failed qualifications at GCSE. Research in Post-
Compulsory Education. 21(3). pp.196-213.
Dhillon, J. at et. al., 2016. Developing innovative TEL practice in teacher education.
Kay, J.E., 2016. Perspectives on teachers’ numeracy, investigated via examination of comment
and conversation (Doctoral dissertation, University of Bolton).
Rowan, L., 2016. Phil Race: Making Learning Happen: A Guide for Post-Compulsory Education.
Thompson, C., 2016. The magic of mentoring: a democratic approach to mentoring trainee
teachers in post-compulsory education. Research in Post-Compulsory Education. 21(3).
pp.246-259.
Walker, M., 2017. The emergence of teacher supply for adult education institutions and technical
colleges from the 1950s to the 1960s and beyond. Research in Post-Compulsory
Education.
Wormald, J., 2017. Analysing increasingly complex career landscapes: from teaching assistant
(TA) to teacher in England.
Wright, V., Loughlin, T. and Hall, V., 2017. Exploring transitions in notions of identity as
perceived by beginning post-compulsory teachers. Research in Post Compulsory
Education.
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