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This finished consultant to carrying on with specialist improvement (CPD) within the lifelong studying quarter (LLS) offers lecturers with useful help and counsel along improvement actions. It encourages lecturers to mirror on their perform and to that end form and improve their instructing in keeping with the desires in their novices, their establishment and native and nationwide priorities. The publication emphasises the significance of lecturers as expert people who are answerable for their very own CPD. It additionally is helping senior managers to create a good surroundings and 'learning business enterprise' during which educating and studying can flourish. The publication units the context for CPD and: deals an figuring out of the CPD technique and the necessity for project reflective perform Meets the wishes of latest lecturers, running shoes and tutors within the area Considers CPD for instructing and studying and subject-specific CPD presents an creation to motion study and case stories of analysis into instructing and studying within the zone obtainable to an individual who's operating, or education to paintings, within the LLS, this publication will supply useful feedback, principles and actions to stimulate actions and learn.
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Extra info for Continuing Professional Development in the Lifelong Learning Sector
Gleeson and James (2007) offer an alternative to the traditional notion of professionalism, suggesting that specifically in FE, people are becoming ‘learning professionals’, that is, someone who works in both an academic and vocational world where the environment is more complex but where the period of extended study is substituted for more practical ‘on the job’ experience. Activity Randle and Brady (1997: 131) suggest that professionalism in education includes the following: r r r r r r the primary importance of student learning and the teaching process maintaining loyalty to students and colleagues expressing concern for academic standards recognition of teachers as experts resources for education being made available on the basis of educational need some elements of autonomy being essential 9:8 P1: OSO MHBK026-Ch02 MHBK026-Scales October 20, 2010 BEING A PROFESSIONAL IN THE LIFELONG LEARNING SECTOR r r 29 quality being assessed on the basis of inputs and processes maintaining a spirit of collegiality.
Much recent research (Coffield et al. 2004) makes serious criticisms of learning styles in general, suggesting that they are not based on any substantial or reliable research evidence. Race’s ‘ripples on a pond’ Phil Race (2005) rejects the idea of cyclical models, preferring to use the analogy of ‘ripples on a pond’, in which the process ripples from the centre to the periphery and back, to understand learning. Working from the centre outwards, Race’s categories of the learning process are: r r r r Wanting/needing Doing Digesting Feedback 6:53 P1: OSO MHBK026-Ch03 38 MHBK026-Scales November 4, 2010 CONTINUING PROFESSIONAL DEVELOPMENT IN THE LIFELONG LEARNING SECTOR Wanting and needing.
In the IfL Guidelines for Your Continuous Professional Development document (2009a), there is a suggestion that we break CPD down into 3 strands: r r r updating teaching and learning updating subject specialism updating on national initiatives and the wider context. This wider view helps us move away from merely walking out of a teaching session and thinking ‘well, that was ok’ or ‘that didn’t go as well as expected’. As professionals we need to ensure we are reflecting, reviewing and evaluating on a far wider level.