Developmental psychology is another important course I took. I did not realize how beneficial that course was until I started working in a clinical setting. Many of the unhealthy behavior patterns clients come in with were developed as a result of specific events that took place in the early years of their life. After have worked in a clinical setting the last couple of years I can guess the kind of childhood a client had just by observing him/her for a couple of days. Another extremely important course I took was Clinical Psychology.
It provides me opportunities to mix professional practice with teaching and research. I anticipate that this will be a challenging journey, but my perseverance, determination and self-motivation will serve me well along the way. As will my ability to communicate with others, apply the knowledge I will gain, and learn from those around me. I will be challenged to improve my writing skills, but rather than seeing this as a weakness, I see it as a challenge. As a doctoral student, the key ingredients to success in the program will be to effectively manage time and maintaining a highly motivated disposition.
2. Current Experiences A key aspect of my work relating to teaching and supporting student learning is concerned with development of two on-line postgraduate modules. I am currently converting the traditional classroom taught versions of the modules to on-line materials. I realised that there the challenges of online courses are complex and unique. The main challenges being that by its very nature, online courses amplifies the need for proper management strategies such as a strong syllabus, definitive module document and module guide; clear directions, well organised materials and timely feedback.
INTRODUCTION Traditionally the cornerstones of professionalism are regarded as knowledge, responsibility and autonomy. The aim of this paper is to reflect on whether this remains the case or are there corrosive elements undermining the professionalism of teachers in post-compulsory education (PCE). DISCUSSION A professional is considered knowledgeable in both subject matter which is intuitive (Armitage et al 2003), and societal problem solving knowledge that leads to social expansion Furlong, (Ed. Atkinson & Claxton 2000). Eraut (1994) agrees with this stating three areas or contexts of knowledge which can be subdivided into subject matter, classroom-related and management.
I will also discuss in this paper the reflective account on the evidence base for the chosen area of practice; a critical discussion about the practice in the chosen area; a critical evaluation of the presentation, including strengths and areas that needs to be developed; and a model or framework of reflection to be used. Reflective practice in nursing is guided by models of reflection and it has been a familiar topic in nursing academic journals and the term is regularly used in professional nursing practice. However, it was not until I used Johns’
Practitioner (Practitioner, 2011) is defined as one who practices a profession. In the interlacing of the two words, I would consider a scholar-practitioner as a learned individual with extensive knowledge in a particular field who focuses on research, teaching, and learning. Wasserman and Kram (2009) found that the term scholar-practitioner seemed to include, for all their interviewees, a cycle of producing and consuming knowledge in service of
(2008) suggest that in order for professionals to challenge their practice, they must reflect on their practice. Cottrell (2010) suggests that reflection is now the main element of many professions and the focus of many courses of study. Brownlee and Berthelsen (2006) cited in Paige-Smith and Craft (2008) believed that reflection was an important aspect of professional development. This is a view also supported by Osterman and Kottkamp (1993) suggests that reflective practice is a powerful way for professionals to develop their organizations by reflecting on their thinking and the ways in which they can improve their practices. Professionals who use
I have tried to incorporate the model in the essay to facilitate critical thinking and relating theory to practice in the essay. This essay also aims to include a discussion about the knowledge underpinning practice and the evidence base for the requirements of an important clinical skill for the students of nursing. I will also provide a conclusion to the essay which will discuss my reflection skills, acknowledge my insight and competencies gained during the clinical practicum and show my personal and professional development. The clinical skill I have chosen to reflect on within this essay is the management of peripheral intravascular devices (PIDs). My clinical placement was in the day surgery ward of the hospital so I had numerous opportunities of
Background For background information, I am studying teaching in order that I can have an understanding of how my students are learning, and some experience of teaching, so that when I come to assess them for their NVQs I appreciate how they got to the point of submitting their workbooks to me. Roles, responsibilities and boundaries The simple way of describing my role as a teacher would be to say that I am there to ensure my learners get their qualifications (Wilson 2008:4), but the Lifelong Learning Sector covers more than just formal qualifications; many people just want to learn for the enjoyment of doing so, or an employer may have set up an internal training course without a nationally recognised qualification at the end. Learners could be aged 14 upwards and have many different learning goals. As a teacher I will do more than just deliver the lesson. I will have had to design the lesson and plan its delivery so that it holds everyone’s interest.
Roles and responsibilities tutors should have in the life long sector A tutor in the lifelong learning sector has a multitude of roles and responsibilities and within this short essay the author will attempt to identify and evaluate each role. According to Duckworth et al (2010), understanding the roles and responsibilities is essential for anyone working in the Lifelong sector. Duckworth et al (2010) asset that, while teaching in an organisation a tutor will meet and work with different staff with different roles and responsibilities. It is useful that they develop the ability to work within a multidisciplinary team through effective use of a combination skills, theory, and techniques. The roles and responsibilities of a tutor in the Lifelong Sector include promoting positive behaviour, diversity and inclusion throughout the teaching and learning process (Gravells, 2012).