The complexities of teaching roles within the lifelong learning sector This paper looks at the different complexities of teaching in the lifelong learning sector, from utilising continuing professional practice (CPD), to best ways to teach and structure modules, how teachers change their module delivery to allow access to all types of students, and finally what make teaching worthwhile in my subject. What CPD do you undergo to keep up to date in your industry knowledge? CPD stands for continuing professional development, which involves attending various training events, such as lectures based on teaching, to work shops, sabbaticals, days out in the industry, peer observations and feedback, to further ones knowledge and improve their professional practice. Day (1999) reiterates that “it’s the process by which, alone and with others, teachers review, renew, develop critically the knowledge, skills and emotional intelligence essential to good professional thinking, planning and practice”. How do you decide on the best structure and methods to teach each module? Syllabuses are a basic outline of what is to be taught.

Limited information in the form of subtitles and hints to what needs to be taught e.g. Required to fill in your own information based around the subtitles given in the syllabus. Lack of information between the syllabus and assignments on what is to be taught. A lot can be overlooked or subject to misinterpretation.

What changes do you make to your delivery in order to ensure all learners are able to access the curriculum? Every teacher has to adjust their conveyance of their sessions to ensure that all learners can access the curriculum, whether it’s due to cultural differences, disability, behavioural problems, or learning difficulties. Westwood (2009) stated that “effective inclusion of students with special needs mainstream education depends on adequate differentiation”. What makes teaching and learning in your subject worthwhile? Driver Penna Usb Mediacom Customer. In my opinion teachers enter the profession due to a love of their subject and the willingness to pass this knowledge on, to enhance another person’s learning. Conclusion There are many complexities to teaching, the list is not exhaustive, but with regards to what I have covered, I feel there is a need to improve CPD to make it beneficial to all teachers, from new to old, that up and coming new technologies should be introduced and training given before implementing them into classes, allowing students to be in awe and wonder, just to be told we can’t use this right now, for whatever reason.

There also need to be more emphasis put on making the syllabus more informative with regards to what is needed in sessions on certain modules, so no misinterpretation can be made, because between staff members there may be different views as to what the syllabus asks one to teach, with regard to certain modules. Introduction Lieberman and Wood (2002) “classified CPD into three types; direct teaching (such as courses, workshops and so on); learning in school (such as peer coaching, critical friendships, mentoring, action research, and task-related planning teams); and out of school learning (such as learning networks, visits to other schools, school-university partnerships and so on)”. Types of CPD Issues with CPD Links into languages (2010) agrees that CPD should “have enabled you to improve as a classroom practitioner, resulting in improved outcomes for learners” OFSTED (2006) agrees that “well planned CPD had a positive effect on the recruitment and retention of staff. It contributed to high morale and enthusiasm for teaching”. Barber (1996) coincides with this stating “that professional development should not be founded on ‘narrowly conceived ideas about INSET but the idea of the teacher as a lifelong learner who is a member of a research-based profession”. Links to learning (2010) argues this “by evaluating you own needs and development, and allowing your colleagues to be critical friends, you will get the most out of your CPD activities”. Links into Languages (2010) states that “any CPD activity should lead you to reflect on and improve or develop current practice.” As Albers (2003) agrees with my statement; “one of the first pedagogical challenges faced in academia is developing a course syllabus that will be an effective guide for learning and instruction”.