1.3 1.3.1 Demonstrate awareness of a 1.3.1 Use practical and theoretical 1.3.1 Work collaboratively with range of relevant theories and knowledge of pedagogy, andragogy colleagues to ensure teaching and Teaching & Learning research about learning and and learning to design and adapt a learning programmes and pedagogy and andragogy. range of teaching, learning and classroom management strategies classroom management strategies are based on current research about relevant to the student stages of quality pedagogy and andragogy. learning. 1.3.2 Demonstrate knowledge of how 1.3.2 Demonstrate knowledge and 1.3.2 Demonstrate and share a deep students’ skills, interests, prior understanding of students’ understanding of how different achievement and social and cultural backgrounds, their skills, interests, social, ethnic, cultural and religious influences affect their learning. and prior achievement, in a flexible backgrounds can affect student and responsive manner to meet learning and assist others in the their learning needs. developing programmes to meet these needs.
1.3 Teaching & Learning 1.3.1 Demonstrate awareness of a range of relevant theories and research about learning and pedagogy and andragogy. 1.3.1 Use practical and theoretical knowledge of pedagogy, andragogy and learning to design and adapt a range of teaching, learning and classroom management strategies relevant to the student stages of learning. 1.3.1 Work collaboratively with colleagues to ensure teaching and learning programmes and classroom management strategies are based on current research about quality pedagogy and andragogy. 1.3.2 Demonstrate knowledge of how students’ skills, interests, prior achievement and social and cultural influences affect their learning. 1.3.2 Demonstrate knowledge and understanding of students’ backgrounds, their skills, interests, and prior achievement, in a flexible and responsive manner to meet their learning needs. 1.3.2 Demonstrate and share a deep understanding of how different social, ethnic, cultural and religious backgrounds can affect student learning and assist others in the developing programmes to meet these needs.
Draft-2-Professional-Standards-for-TVET-Trainers.docx