Values in Education Statement

Topics: Educational psychology, Education, Higher education Pages: 5 (1565 words) Published: October 15, 2013
Module One Assignment 1Title: Values in Education Statement

My statement will evaluate how I integrate my personal values of equality and motivation to my approach to teaching and why I believe they are important in education. I will relate these values to some of the moral and philosophical principles and practices underpinned in educational policies and theory.

Halstead’s definition of ‘Value’ underpins my desire to enter the teaching profession: Principles, fundamental convictions, ideals, standards or life stances which act as general guides to behaviour or as points of reference in decision-making or the evaluation of beliefs or action (1996: 5)

I hope to be able to convey my genuine desire to help learners develop their knowledge, skills and ‘convictions’ or values. I want to harness their ‘actions’ and achievements as I believe they are important and should be counted. I will be able to justify my intention and examine the drivers and motivations I have to join the profession. Finally I will indicate how these values may change as I gain different perspectives in teaching and learning.

Equality of Opportunity
I will work to a professional value base, ensuring that my own practice promotes equality of opportunity and addresses the needs of the learner. This is an important expectation of teachers and is included in the Croydon College equal opportunities policy where I am doing my placement teaching.

Particular challenges still exist in the post compulsory sector to repatriate the inequality found elsewhere in the education system, to widen participation and provide greater access of opportunity. John Hayes, former Minister of State for Further Education, Skills and Lifelong Learning, in his speech ‘Skills and their Place in Modern Britain’ believes that Further Education has a major part to play in achieving these objectives: We must also make the barrier between HE and FE more permeable. If we want learning to be really lifelong, the road for any individual from basic skills to higher learning – not necessarily provided in higher education – must be as smooth as we can make it (Department for Business Innovation & Skills, 2010). I was attracted to teach in the post compulsory sector because the student body represents a wide and diverse spectrum of society; marginal, previously excluded groups, adults and learners with learning difficulties, for example. I have held a strong belief since I was young that everyone should be treated fairly. This quality has developed through a number of nurturing experiences in my childhood. I am a twin and my parents instilled a sense of fairness creating opportunities for each of us depending on our needs and interests. They also developed my social awareness of injustices as I was encouraged to challenge them, getting involved in charity and campaigning events. This core principle has stayed with me throughout my professional experience in learning and training environments I have chosen to work in with socially excluded and vulnerable groups. I am currently committed to providing person centred outcomes for the individuals I support (who have profound and complex needs) to have more choices and rights in their creative activities such as in their choice of materials and processes. I build my scheme of work on the principles of inclusion and to improve independent skills. All learners are entitled to equal concern and respect, and to every opportunity, regardless of any aspect of their nature. Equality does not mean treating people the same. We must adapt to the diverse nature of our students. We should go to special trouble to include learners by discovering, respecting and meeting their individual needs. (Petty, 2009:82)

Petty’s account is true to the inclusive learning methodology I work towards. For example, I currently deliver appropriate activities which enable learning opportunities for everyone in the learning disability centre by providing...

References: Association of Colleges, Accessed 24 November 2012.
Barthorpe, Viner (1991). Differentiation, your responsibility, in Gifford, C. (ed.) (1993), Differentiation: A Practical Handbook of Classroom Strategies, Coventry, NCET.
Curzon, L.B. (2004) Teaching in Further Education (Sixth edition) London: Continuum.
Department for Business Innovation & Skills, Accessed 24 November 2012.
Halstead, J.M., Taylor, M.J., (ed.) 1996, Values in Education and Education in Values. London: The Falmer Press.
Minton, D (2005) Teaching Skills in Further and Adult Education (Third edition). London: Thomson Learning.
Petty, G. (2009).Teaching Today. Cheltenham: Nelson Thornes.
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