Becoming a Professional Tutor in the Lifelong Learning by Jonathan Tummons

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By Jonathan Tummons

This optimistic and inspiring ebook recognizes the anxieties and difficulties confronted via trainee academics in the united kingdom studying and abilities zone. It examines the questions of professionalism and values and ethics in the zone, utilizing numerous diverse theoretical views to probe those key subject matters. additionally, daily examples and united kingdom case-studies are used to teach such matters in context. it really is excellent interpreting for an individual who desires to comprehend the trainee's accountability to scholars, fellow academics, managers, and to different stakeholders

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Extra info for Becoming a Professional Tutor in the Lifelong Learning Sector (Achieving QTLS)

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Challenge any abuse of privileged relationships, respecting and protecting confidentiality. 7. Ensure that our work conforms to external and internal quality standards. 8. Request and use resources responsibly, efficiently and effectively. html) 24 Codes of practice REFLECTIVE TASK After reading through the draft code, go back through the preceding two chapters of this book. To what extent do you think that the professional standards listed here are reflected in the issues discussed before? Think about your own experiences of working as a tutor in the learning and skills sector: this might be paid employment, or on placement during a programme of teacher training.

To say that learning should promote emotional benefits seems right at a surface level: many tutors agree that learning enhances self-esteem and confidence. And that’s fine. But are these the primary reason why tutors do what they do, or why opportunities for participation in formal education and training should be provided for all those who wish to access them? At the very least, don’t professionals need some kind of licence to debate such ideas? Things to be cautious about Every time that anyone tries to reduce a number of ideas, issues or themes to a list that is going to be printed, distributed and read by lots of different people in different places, compromises will have to be made.

Are members really expected to read the codes of practice from cover to cover? Codes of practice: so what do they do? It’s perfectly feasible for a practitioner to belong to a professional association, which assumes an acceptance of that association’s code of practice, without ever actually reading the code of practice in question. And it’s perfectly feasible for someone who is entirely unconnected to a professional body to read that body’s code of practice. It hardly seems realistic, therefore, to describe a code of practice as something that by and of itself controls and orders the work of professionals.

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