教育和培训中的角色和责任 Roles And Responsibilities In Education And Training [2]
论文作者:www.51lunwen.org论文属性:作业 Assignment登出时间:2017-10-30编辑:cinq点击率:11305
论文字数:2000论文编号:org201710301446271754语种:英语 English地区:英国价格:免费论文
关键词:留学生作业教育assignment范文
摘要:本文是教育学留学生assignment范文,主要内容是通过各类文献总结教育及其在培训中的角色和责任等相关问题。
quirements have been completed, included the requirements by external bodies (i.e. awarding bodies). The teacher needs to evaluate the results of the students in the context of the course design, learning methods and resources used. This reflection needs to use to make the next session more successful.
A teacher in the life-long learning sector needs to interact with other professionals depending on the situation. These may include managers, other support staff (e.g. librarians, technicians, facilities staff) administrators, managers, employers and governors. These conflicting demands may cause strain for the teacher. A teacher may be required to call on the expertise and advice of others in order to resolve issues faced by students e.g. abuse, illness, financial hardship, bullying, stress, study skills issues and depression. It is important to learn when a particular circumstance falls within their role or when it is more effectively dealt with by another trained professional. Often there is no clear line and it will depend on the issue the teacher is faced with, also causing strain. There are a variety of functions and professionals available to the teacher within the organization. A teacher is unlikely to come into contact with external professionals (e.g. Citizens Advice, Social Care), without prior internal consultation.
A teacher must understand his own professional boundaries by acting professional, behaving appropriately towards students, being observant, managing inappropriate behaviour, creating a safe learning environment and only meeting students at the place of learning. He will undertake other many roles. Boundaries can be understood as the need to recognise role limitations and understand when further help is required, beyond what can be given. This is a point of referral and will depend on the nature of the student, the nature of the issue and the nature of the role the teacher is in. The teacher may identify behavioural issues and refer early to the tutor to resolve this. He may suspect undiagnosed cases of dyslexia or dyscalculia in more mature students and after discussions with the student, refer him to the learning support for assistance. A teacher may suspect a safe guarding issue (e.g. bullying at home or some form of abuse) due a student’s behaviour. This may be a vulnerable adult in a care situation. He should discuss this with the safe guarding officer and refer the student. The safe guarding officer can share information with other organisation to ensure appropriate action can be taken.
Legislation applies to the lifelong learning sector and teachers must ensure that relevant legislation is met. It is important to keep up to date as it can change. A framework of acts has be implemented for the protection of children and vulnerable groups. The first, Protection of Children Act 1999 requiring adults who come into contact with children or vulnerable adults to be subject of an enhanced check by the Criminal Records Bureau. This was followed by the Children Act 2004 - “Every Child Matters: Change for Children” (ECM). EMC promotes the well-being of children, young people (aged 0-19) and vulnerable adults focusing on five outcomes: Be healthy, Stay Safe, Enjoy and achieve; Make a positive contribution; and Achieve economic well-being. It introduced the requirement for information to be shared between organisations. The Safeguarding Vulnerable Groups legislation 2006 aims t
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