Lifelong learner

these are their commitment to being a knowledgeable lifelong learner, an ethical professional, as well as a fair and reflective facilitator. It is absolutely imperative that I master these professional dispositions before I graduate and enter my first year of teaching. Thankfully, I am already making progress towards this goal. The most effective teachers are so advantageous in part because they have committed to being knowledgeable lifelong learners. By

I am interested in Information Management and especially the digital library field. Learning Information Management will be very useful for my career goal as a community reference librarian. To me, Information management is not only about organizing information for people to access, but a way to promote life-long education and the love of reading. Therefore, I decided to study Information Management in the Hong Kong University. Currently, I am studying Higher Diploma in Library and Information Management

cycle and the associated roles and responsibilities of the teacher, most articles refer to either a four or five stage cycle. In this assignment I will cover the five stage cycle and concentrate on my role and responsibilities as a teacher in the lifelong learning sector. Wilson 2009 states that the teacher cycle should be a structured process, so it is split into five sections placing the teacher roles and responsibility into various groups. The cycle can begin at any given point and is designed

Introduction Work-based learning (WBL) as a method for learning is playing an increasing role in professional development and lifelong learning. There are lots of publications/articles available on Work-Based Learning, but the definitions and implementations vary from place to place. A Glass, K Higgins and A McGregor say that ‘Work based learning is any training that relates directly to the requirements of the jobs on offer in your organization’. This is one of the examples of WBL in the form

(Capella University, 2003, p.3). Scholar-practitioners are those who are studying at the doctoral field or level of education. Here they become more involved in research and are the creators of the new research and theories. Unlike master learners doctoral learners are expected to publish scholar articles and presentations for others to learn from. Much like the writing of

Volunteering and Adult Learning "The history of adult education has been a history of voluntary activity and voluntary association" (Ilsley 1989, p. 100). Today, volunteerism, and the growing field of volunteer management, continue to reflect close associations with adult education. Research and practice in adult education can inform the development of learning opportunities for volunteers. With this in mind, this Digest describes some of the similarities between the fields of volunteer

as well as in New Zealand. The new economic policies or neoliberalism discourses have been impacted on adult educators whether in their principles, work, or either career expectations. It also explores how this implication on adult education and lifelong learning can be used to inform the practice of adult education and training as well as to figure out its policy in the future. The changes in viewpoint, strategy and practice raised the new realities of adult education practice in the current economic

through various researchers will also be included to gain a clarity of understanding in topics related to learner autonomy and the belief’s teachers have on learner autonomy and the way in which they implement this in their classrooms. The literature review will consider the sub-headings above (I.1 – I.7). L.1- What is Learner Autonomy. As determined in I.2 there are several definitions of learner autonomy in second language learning and education. This category (L.1) will portray the different terms

Delzetha E. Sinclair Smith Masters of Arts in Teaching, BSc. (hons.) Education, Diploma in Teaching PROFESSIONAL GOAL STATEMENTS DEGREE/SPECIALISATION: Ed.D. –SPECIAL EDUCATION PERSONAL/PROFESSIONAL GOALS: A philosopher once wrote that learning is dynamic; and as such graduate school became a natural progression. Having read for a Masters Degree in teaching, this part of the journey translates into me eventually owning and operating a school that will cater for the whole child, with

Engaging Students with Effective Lessons Highly effective teachers create effective lessons that engage their students. In my construction class, I know the importance of effective lessons and preparing my students for the next chapter in their lives. Regardless of the course an educator teaches, there is a list of standards provided by the state and districts that teachers must follow. Effective teachers look at those standards and narrow them down to the power standards or what a student needs