The Role of the Teacher in the Lifelong Learning Sector

The role of the teacher in the Lifelong Learning Sector is one of extreme diversity covering a range of sectors, adopting many titles such as; tutor, trainer, lecturer and assessor. While many titles exist for this profession they all share one clear aim and that is to help individuals reach their goals and self actualisation (Maslow, 1987). In order for teachers to do this they must fully understand the requirements of their role and the responsibilities they have, along with the potential boundaries they are faced with (Francis & Gould, 2012). The purpose of this assignment is to review the role and responsibilities of the teacher in the Lifelong Learning Sector and identify the boundaries which exist within that role.
As with any profession, teaching carries a set of professional values and standards which must be adhered to in order for their role to be carried out in an appropriate and safe manner (Reece & Walker, 2006). Such legislation as; the Health and Safety at Work Act (1974) is in place to protect individuals from potential hazards in the work place. Other pieces of legislation include the Data Protection Act (1998) which protects all records held about learners and the Equality Act (2010) which ensures equal treatment for all. These pieces of legislation are relevant for all teachers in all settings, with individual work areas often having other pieces of legislation depending on the vocation (Scales, 2012).
The Code of Professional Practice for Teachers in the Lifelong Learning Sector was introduced in 2008 by the then Institute for Learning (IFL), which sets out specific behaviours that are expected of individuals teaching in this sector. For example: teachers must maintain a professional manner at all times taking considerable care not to over familiarise themselves with their learners, they should not divulge any personal information and be cautious when using social media (Education and Training Foundation, 2014). Under no circumstances...