Lifelong Learning for Teachers
Teaching is often described as one of the noblest of all professions. What is less often acknowledged is how difficult a profession it is. Part of this difficulty arises from the fact that the standards by which teachers are judged shift from year to year. These standards, while purporting to arise from concern for providing the nation's children with the best possible education, are in fact often more reflective of political changes in concept about pedagogy. In the scenery of shifting political winds and the true complexity about what constitutes the most effective ways of teaching, it is difficult for teachers to make the most informed decisions about how to engage in lifelong learning activities that will truly benefit their students as well as helping them pursue their own personal career goals. This paper examines some of the key issues in this complex topic.
Shain has written some of the most trenchant analysis of this topic, noting that the ways in which teachers are judged, and the larger issue of the ways in which the idea of professionalism within the teaching sector is defined to begin with, are affected by politics and overall shifts in society that reflect evolving ideas about the relative importance and responsibility of the state and private interests:
This analysis reveals that 'public sector' notions of teacher professionalism committed to notions of service to community and teacher autonomy are challenged by market liberal reform committed to privatisation and deregulation in ways that suggest deprofessionalisation proceeds alongside reprofessionalisation as part of an ongoing politics of knowledge, power and social organisation. Seddon encourages researchers to consider the character and parameters of preferred reprofessionalisations that might be pursued through contemporary processes of educational change. (Shain, n.d.)
Shain argues...
Passing PTLLS Assessments (Lifelong Learning Sector Series) Ann Gravells. Preparing Teach Lifelong Learning Sector: The New Award Inclusive Learning assignment. Inclusive Learning: How to incorporate it into a classroom of adult learners "Inclusive learning is about involving all of your students, treating them equally and fairly, without indirectly or directly excluding anyone" (Gravells 2012: 56). For an instructor of adults, the principles of inclusive learning are particularly important. Even an instructor
school-wide inquiry into learning and teaching performance and participating in professional inquiry as a colleague" I have often found my school lacking (Copland & Knapp 2006). My current Capstone project is on the phenomenon of 'teaching to the test,' or the extent to which the pressures of standardized testing have inhibited teacher's creativity and limited the development of individuated curriculums in schools today. Copland and Knapp (2006) suggest that
Although further education courses can be at traditional universities, they are generally taught through colleges that are exclusively venues for further education courses. These institutions are sometimes called "community colleges" after the American institutions that are similar. (Although American community colleges offer both post-secondary education as well as further or continuing education classes.) Other institutions that offer further education courses may offer a variety of work-based learning classes while campuses
3.4 Finally, I am interested in whether or not there is a trickle-down effect from leftist or rightist politics style at the provincial and federal levels. 1.3 Objectives 1.3.1 There are two major objectives for this research. The first is to compare the level of motivation among secondary school teachers under the Vancouver British Columbia School District in Canada by their socio-demographic and organizational factors. My hypothesis in advance of investigating this is
(Fletcher & Crochiere, 2004) Motivation to Learn Motivation to learn can be defined as the degree of cognitive effort invested to achieve educational goals (Li, 2003). It can also be understood as the degree of "seriousness" with which a student attempts to address the commitments and targets school with the purpose of: a) master the knowledge and skills rather than and get away with doing the minimum, b) clearly verify the
Most significantly, too, the library runs a free service and a book mobile to reach those who are unable for various reasons (such as being handicapped, ill, or elderly) to use the library. The book mobile has its own selection of books, toys, and a teacher who is available to instruct those who desire instruction and those who need help with their homework. The library's vision statement is that it seeks
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