Teaching In A Specialist Area

Aims and philosophy of education and training in a specialist area

The major aim of education and training in a specialist area is to share the knowledge and information in the subject matter such as vocational education or any other specialist area, where it is possible for the teacher to provide comprehensive knowledge and understanding about the subject matter. It helps to enhance the skill and expertise among the people, participating in the education and training and it is also effective for the people to gather more in-depth knowledge in the specialist are for better performance in near future (MacDougall and Ingram, 2016). Expansion in comprehension of the necessary linkages between performance and predetermined goals can also be the aim of providing education and training in specialised areas and apart from that, the learners can improve professional skill and comprehensive knowledge to perform better in near future. The major philosophical issue of education and training is related to the arguments that whether the skill. Abilities and the dispositions are constitutive of critical thinking are general or subject specific. The philosophical problems of education are related to the ethics, metaphysics, political philosophy and epistemology of education. Hence, the philosopher of education strives for conceptual clarity of education, informed valuation and argumentative rigour. Hence there exist the issues related to philosophy of education, where the teaching professionals ace the problems whether the content and the information during the education and training are general or related to subject matter of experience. In order to develop the education and training is a specialist area this is a major philosophical issue, which must be examined for better development of the training program.

Aims and structure of the key qualifications and learning programs available to the learners in a specialist area

The key qualification that is required in the specialist area or subject matter is the diploma course in education and training as well as graduate with the subject matter of experience. This further helps the teaching professionals to develop the learning programs for the learners in future. For example, the vocational training needs proper qualification with Vocational Education and Training (VET) and Career and Technical Education (CTE) as well as the aim of the vocational education is to have the opportunity of career development by gathering more technical skill and other experienced through working activities. Having higher level of English and mathematics education as well as placemat in the educational setting is also mandatory for the teaching professionals to arrange educational programs for the learners. Having strong knowledge in a specialist area as well as the qualification of diploma and graduates is necessary to arrange the program in a specialist area (O'Reilly et al., 2018). Own capabilities such as more emphasis on subject matters, developing practical ways to learn and gather information and gaining working experience with the practical knowledge are mandatory for the learners to participate and improve their interest in the specialist area. In this regard, own approach and planning are effective to meet the aim of education and training in the specialist area, where the teaching professionals try to develop the training for the learners with including all the necessary information and practical work for better experience. The learners in this regard can emphasise on the subject matter and choose a particular career path after that according to their subject matter of expertise (Ahmed Hersi, Horan and Lewis, 2016). The learning programs must be structured properly. With theoretical models and also the inclusion of latest technology so that the technical skill of the learners can also be improved during the education and training in the specialist area.

Principles of inclusive teaching and learning and key curriculum issues in a specialist area

Inclusive teaching is the approach considering diverse needs and background of all the students to create positive learning environment where the students feel valued and have equal access to learn. In this regard, inclusive learning program is effective for the teaching professionals to develop proper learning programs by applying own approaches of learning and in this regard, the teachers can include own way to develop the program. Hence own inclusiveness is mandatory for the teaching professionals to design the learning program which further enhance diversity and provide equal opportunity to the students to have clear and concise ideas on the subject matter. In case of vocational training, the teachers try to provide theoretical background and share the information with the students and after that there are technical round and practical sessions, where the students can gain ideas and improve their technical skill as well to maximise their professionals aim (Lara-Bercial et al., 2017). It further helps the teachers to address the students with variety of background, learning modalities and abilities. The strategy of inclusive learning program helps the students to feel equally valued in the training session where the positive learning environment is there to improve learning activities. In this regard, the teaching professionals also face curriculum issues during developing the inclusive training and learning programs for the learners and the issues are such as lack of learner centred approach, poor infrastructure to manage the class room activities, emerging technologies, replacement of the technique of learning, large class size, limited learning material and lack of centres. These are the major problems faced by the teaching professionals while developing the inclusive learning programs. Emerging technologies play a crucial role in the recent years to develop educational programs in a specialist area, where the teachers must focus on latest technology and update the infrastructure to provide proper learning activities to the students so that their professionals aim can be maximised well (O'Connor, 2016). It is hereby necessary for the teaching professionals to arrange inclusive training program for the learners by mitigating the issues, where inclusion of own thoughts and abilities, managing the students, implementing latest technology are effective to give good training and developmental program in a specialist area.

Resources for inclusive teaching and learning in a specialist area

In the recent era of digitalisation, there is strong influence of the teaching and learning resources in order to develop inclusive learning method in a specialist area. In this regard, new and emerging technologies must be incorporated in the classroom session, where the students can have proper access of the latest technology. The smart devices must be included, such as digital screen, big projectors and computerized system, from where the students can earn the subject matter of experience. Additionally, the teaching professionals also aim at utilising the technological infrastructure for practical work at the training sessions, from where the student scan gain more technical skill and perform better in near future for fulfilling their professionals aim (Fix et al., 2017). The workstations must be developed with latest technology, so that the student data base can be handled as well as the online library of the training program are also managed efficiently, from where the learners can access the information and gather in depth knowledge on the subject matter. Hence, the teaching professionals try to enhance the technological application in the training program for developing inclusive training and education in the specialist area. This further helps the teachers to support the students with quality education and help them to maximise their professional objective. The learning resources including books, journals and online articles are also helpful, where the teachers try to provide all the necessary support to the learners for better performance. Equitable teaching and learning environment must be developed where the teachers should focus on computerised database management system to maintain the large student base and help them to learn efficiently by utilising the resources of the training programs (Barrow and Annesley, 2018). Hence, inclusiveness of own teaching and learning is fruitful for the learners where the socialised teacher is able to develop the program by incorporating the important information and practical working activities during the coursework. The teaching professionals in a specialist area hereby focus on utilising the latest technology and develop the organisational infrastructure to provide online training course as well as practical training to improve the experience as well as the learning skill of the learners.

Working with others within a specialist area to develop own practice

Working with others within a socialist area is also necessary for developing own practice where the teaching professionals can utilise own skill and abilities to design the learning programs and training. Liaise with others is effective at the training session for developing appropriate training program, where the teaching professionals are able to develop person centred approach for better educational training and skill developmental activities. The cooperation is also effected for team collaboration, where the teaching professionals are efficient to develop inclusive training program in a specialist area. Working with others also provides a scope to share the skill and expertise of each other and develop collaborative decision making behaviour for arranging the learning program. In the recent era of globalisation, there are different devices for enhancing communication such as email, Information and telecommunication Technology as well as others which further enhances the chance if interacting with others (White, 2019). This further helps the teaching professionals to share their expertise and develop fruitful decision for inclusive training program. Hence, enhancing the communication and cooperation provide the chance to the teaching professionals to develop collaborative practice as well as work with others for better management of the learning and developmental activities. This is also effective where the teaching professionals can also cooperate with the learners and acknowledge their learning needs and their interest which are beneficial for creating person centred care from which the person would be fruitful to gather more information and improve technical skill as well as in near future. Hence, for developing the inclusive training program, it is mandatory for the teaching professionals to collaborate and communicate with others and work as a team for better management of the learning activities as well as ensure proper utilisation of the organisational resources and learning resources for maximising the aim of the educational program in the socialist field. It has direct impacts on the trainers and the teachers to arrange the technological base as well as present the library for resources to support the learners technically and non-technically (O'Reilly et al., 2018). The trainer and the teaching professionals can develop proper collaborating working practice to arrange the educational and training program for the learners.

Evaluating, improving and updating own knowledge and skill in a specialist area

Own knowledge and skill in the specialist field is beneficial for the teaching professionals to conduct more in depth research on the specialist field and improve the information and modify the data for the benefits of the learners so that the learners can get better information and gain proper understanding and comprehensive skill on that particular area of subject matter. It is also beneficial to have knowledge and skill in the specialist area where the teachers can support he learners technically and non-technically to improve their skill so that they would be able to perform efficiently in near future and achieve success towards their career path. It is beneficial to evaluate own strengths during the learning and development programs in the specialist area, and the own strengths are proper understanding about the learner’s perspectives, clear knowledge and experience in the subject matter of interest as well as cooperative skill, which further help to collaborate with trainers and other participants to enhance the learning and developmental activities (Kleinig, 2016). On the other hand, it is necessary to improve the skill of communication for sharing the information with others and gather more in depth information from others. It is also beneficial to improve the presentation skill for representing the information in front of others for better understanding and gaining comprehensive knowledge. Through improving own skill and updated the knowledge by adopting new and emerging technologies would be beneficial for better performance and designing the inclusive learning activities and training for the learners who can learn through the productive training and informative educational program.

Reference List

• Ahmed Hersi, A., Horan, D.A. and Lewis, M.A., 2016. Redefining ‘community’through collaboration and co-teaching: A case study of an ESOL specialist, a literacy specialist, and a fifth-grade teacher. Teachers and Teaching, 22(8), pp.927-946.
• Barrow, A. and Annesley, P., 2018. Evaluating a specialist elective teaching module on cognitive analytic therapy for clinical psychology trainees.
• Fix, M., van Veldhoven, N., Lara-Bercial, S., North, J., Rankin-Wright, A.J., O’Leary, D., Queen, S., Van der Haegen, K., Dupuis, M., Navarro, R. and García, S., 2017. Innovative Education & Training for a Specialist Children & Youth Coaching Workforce.
• Kleinig, J., 2016. Philosophical issues in education. London: Routledge.
• Lara-Bercial, S., North, J., Abraham, A., Rankin-Wright, A.J. and Fix, M., 2017. Innovative Education & Training for a Specialist Children & Youth Coaching Workforce Intellectual Output 3–Activity 9 Draft European Coaching Children Curriculum.
• MacDougall, M. and Ingram, J., 2016. Quality Evaluation of Existing Online Resources for Statistical Learning and Teaching in Non-Specialist Programmes.
• O'Connor, D.J., 2016. An introduction to the philosophy of education. London: Routledge.
• O'Reilly, K., Lewis, P., Wiese, M., Goddard, L., Trip, H., Conder, J., Charnock, D., Lin, Z., Jaques, H. and Wilson, N.J., 2018. An exploration of the practice, policy and legislative issues of the specialist area of nursing people with intellectual disability: A scoping review. Nursing inquiry, 25(4), p.e12258.
• O'Reilly, K., Lewis, P., Wiese, M., Goddard, L., Trip, H., Conder, J., Charnock, D., Lin, Z., Jaques, H. and Wilson, N.J., 2018. An exploration of the practice, policy and legislative issues of the specialist area of nursing people with intellectual disability: A scoping review. Nursing inquiry, 25(4), p.e12258.
• White, J., 2019. Philosophy and teacher education in England: The long view. British Journal of Educational Studies, 67(2), pp.187-200.