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A brief evaluation of the different roles and responsibilities of a teacher /trainer in the lifelong learning sector

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Introduction

A brief evaluation of the different roles and responsibilities of a teacher /trainer in the lifelong learning sector A teacher in the lifelong learning sector has a multitude of roles and responsibilities and within this paper I shall attempt to identify and evaluate each role with an explanation of where each fits into the 'teaching and training cycle' as illustrated below The first job of the FE lecturer is to identify the needs of existing and potential learners and their levels of literacy and numeracy which are assessed through the completion of 'skillbuilder'. Potential learners are interviewed to ascertain their suitability for their chosen course and if they have any additional learning support requirements. ...read more.

Middle

different responsibilities to that of a teacher, these include the monitoring of progress through one to ones and progress reviews, monitoring individual needs of the learner and implement action plans. Tutors should be supportive and show respect and empathy with their learners, Walklin (2002) observes that characteristics including advisor, advocate, enabler, facilitator, and technical expert are implicit to the role of tutor. Assessment is an ongoing progress, each and every lesson has assessment at its centre and a variety of techniques can be employed such as question and answer, multiple choice tests and the imitation of skills. The main purpose of assessment is to check that learning has occurred and comes in three basic forms, initial, formative (ongoing) ...read more.

Conclusion

Since the introduction of The Further Education Teachers' Continuing Professional Development and Registration (England) Regulations 2007, which states that every teacher employed in the FE sector must, by law register and join the Institute For Learning (IFL) and as a member of the IFL, it is my responsibility to complete a minimum of thirty hours continuing professional development every year. This is a statutory requirement to maintain a license to teach. Walklin L (2002) Teaching and learning in further and adult education Nelson Thornes Chelmsford Theory and research in educational administration - Page 172 Edited by Wayne K. Hoy, Cecil G. Miskel - 2002 ((Anderson, Greene & Loewen, 1988). Accessed 24 May 2011 Available at: http://books.google.co.uk/books?id=FJ39pR4G-B8C&pg=PA172&dq=Anderson,+Greene+%26+Loewen&hl=en&ei=ZDncTZz_E4fA8QOB48HrDw&sa=X&oi=book_result&ct=result&resnum=4&sqi=2&ved=0CDsQ6AEwAw#v=onepage&q=Anderson%2C%20Greene%20%26%20Loewen&f=false http://www.legislation.gov.uk/uksi/2007/2116/contents/made ?? ?? ?? ?? ...read more.

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