By Liz Keeley-Browne
A worthy instruction manual addressing the 5 middle functional educating ability devices for the recent point IV certificates in schooling and coaching.
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Additional info for Achieving Your Award in Education and Training
Advice and support to enhance your teaching practice are offered in Chapter 7 at the end of this book. Entry requirements According to the specifications for the new qualification there are no nationally specified entry requirements for the Level 4 Certificate training route. However, local arrangements may involve expectations in terms of previous vocational experience. There will undoubtedly be some confirmation required that you understand what it is to be a teacher and have spent some time observing a number of teaching sessions.
Thinking about what it means to be professional Peel (2005) cites Bayles (1988) and Carr (2000) in listing the characteristics of professionalism: • an extensive training which comprises a significant intellectual component and involves theoretically as well as practically grounded expertise; • the provision of an important public service; • an organization of members and a process of licensing and regulation of practice; • a distinct ethical dimension which calls for expression in a code of practice; • a high degree of professional autonomy in one’s work.
In addition, periods of time for reflection and reflective practice are often identified as a core aspect of being professional. Zuber-Skerritt’s (1996) ‘CRASP’ approach provides a conceptual model for teachers and is described below: • Critical attitude (encompassing critical thinking, critical practice and critical reflection) • Research into teaching (reflective practice through action research) • Accountability (the retention of autonomy through self-directed action research) • Self-evaluation (improvement of practice, control of input into appraisals, publication) • Professionalism (systematic involvement in educational research, theory and practice) True professionalism requires the ability to admit to your mistakes while attempting to change and experiment to ensure learner success.