Home > About SEDA > Core Mission and Values > Further Guidance on SEDA Values
Further Guidance on the SEDA Values
SEDA mean by ‘underpinning values’?
underpinning values are not an attempt to prescribe what we think or believe or
feel. They are rather about our actions as teacher, supporter of learning,
developer. They are sometimes about what we do; sometimes about why and how we
do it; sometimes about what our actions are intended to achieve. This does not
claim to be an exhaustive list of the values which should underpin our practice.
But these values, and any that we individually may add, live in our actions.
In the sections below we offer some ideas to help explore
what these values might mean and how they inform your work. They are
illustrative, not prescriptive. We understand that we all need to interpret
these values for our own particular learners and educational settings.
1. An understanding
of how people learn
a complex and challenging business that takes place in different ways, in
different contexts. Many factors encourage or inhibit learning and these will
vary from learner to learner, depending upon purpose and environment. This value
encourages us to think through why we do things. Informed by such understanding,
our support of learning and development is likely to be more effective.
professionalism and ethical practice
professionalism and ethical practice are inextricably linked and underpin our
idea of scholarship encourages learners and developers to adopt an informed,
critical and analytic approach to what they are learning and how they are
learning it. By drawing on alternative perspectives, theories, models, policies
and research, scholarship involves us in questioning and challenging our
practice above all means recognising the different power balances inherent in
our roles and relationships, and not misusing them. It also means adhering to
any other ethical guidelines required by the individual’s primary discipline or
embraces scholarship and ethical practice. In addition, it involves establishing
and maintaining clear contracts or frameworks with those whose learning is to be
supported. It also encourages us to commit to the ongoing improvement of our own
practice and to our respective communities.
3. Working in and
developing learning communities
many kinds of learning communities. For example:
- A group of
learners, meeting in a class or a virtual environment, can be a
community in which learners support each others' learning, giving
each other feedback and encouragement and appropriate practical or
peers, developers and supporters of learning can form a learning
community, sharing ideas, practice, reflections and theory and
learning about the business of development and the support
- Other groups
related to our primary discipline or the profession to which we
effectively with diversity and promoting inclusivity
learning support and development practice it is important to identify and seek
to meet the many and varied learning needs of the learners with whom we work. In
doing so we offer opportunities for us and for our learners to learn from, and
also, where appropriate, to learn about each other.In
addition, we seek to ensure that each learner has, as far as is possible, the
same or appropriately equivalent opportunity to learn, develop and succeed.
reflection on professional practice
professionals, we need to continue to learn and to develop our professional
expertise. Perhaps the most powerful tool for supporting our development is our
continuing scholarly, deep, analytic reflection on our practice.Remembering that the need to
engage with theory underpins all our practice, questions to prompt reflection
might include, before a single development event,
- “What am I
trying to achieve?”
- “How will I know how
successful I have been?”
During the event,
- “How is it
- “What, if any,
changes should I make now?”
After the event,
- “How did it
- “How far did the
teaching achieve what I intended it to achieve?”
- “How do I know
- “Why did what I
did have the effects that it did?”
- “What unintended
- “What could or
should I do differently next time?”
last 6 questions can be repeated after a series of events, and then, after going
round these cycles a few times, we can ask further questions, about the value of
the questions themselves and how we can become better at reflecting.
Reflecting is essential but not sufficient. We also need
action, a testing and implementation of what we have learned in our practice, so
that we can learn and improve from the continued interaction between action and
reflection, each informing the other.
people and processes
learning support and development practice we are concerned with the development
of ourselves, our learners, the institutions we work in and the educational
processes with which we work.
5 suggests we develop ourselves by a cycle of continuing reflection. We also
develop ourselves through the conventional forms of staff development including
reading, conversation, workshops, conferences, working with our professional
associations and undertaking development projects. This is enhanced by capturing
what we have learned from these activities and by exploring how we might test
and apply what we have learned.
the development of those whose learning we support by helping each of them to do
much the same. We help them to reflect on their learning and their experiences,
and to apply and test their learning and their practical experience against each
other, accepting that the nature of both learning and practical experience may
differ greatly according to their context.
value is also shown in action when we contribute to the formation of policy and
to the enactment of new approaches and practices in areas within and beyond our
immediate personal control.