Teacher Accreditation Scheme Underpinning
Values
and
Principles
(This page is for historical
purposes only - see SEDA-PDF)
The accredited teacher will have shown how these principles and values
underpin their work and their attainment of the objectives:
An understanding of
how students learn
All teaching and academic administration
should be informed by an understanding of how students learn and the conditions
and processes that support student learning.
A concern for
students' development
Helping students to learn must begin
with a recognition that all students has their own individual learning needs and
bring their own knowledge and resources to the learning process. Work with
students should empower them and enable them to develop greater capability and
competence in their personal and professional lives.
A commitment to
scholarship
At the base of professional teaching is an
awareness and acknowledgement of the ideas and theories of others. All teaching
should be underpinned by a searching out of new knowledge - both about the
subject/discipline and about good teaching and learning practice. All teaching
should also lead to students developing a questioning and analytical approach.
A commitment to work
with and learn from colleagues
Much of an academic's work is
carried out as part of a team made up of teaching staff and academic support
staff. The colleagueship and support of peers is as important as individual
academic excellence.
The practising of
equal opportunities
Teachers must be concerned that students
have equal opportunities, irrespective of disabilities, religion, sexual
orientation, race or gender. So, everything that teachers do should be informed
by equal opportunities legislation, by institutional policy and by a knowledge
of best practice.
Continuing
reflection on professional practice
Teachers should reflect
on their intentions and actions and on the effects of their actions. They try to
understand the reasons for what they see and for the effects of their actions.
They thus continue to develop their understanding and practice and therefore
inform their own learning.
Many of the terms used here can be defined in more than one way. In preparing
for accreditation a teacher should make, and if necessary justify, their own
definition of such terms.
