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NTGPE Educational Purposes Values and Principles
NTGPE has significantly expanded its educational and training programs. Our educational values, purposes and principles guides our approach to teaching and learning in the various programs. The accompanied discussion paper expand on these statements of values, purposes and principles
Introduction:
Educators need to ensure their learners develop a set of knowledge, skills, attitudes and behaviours which will prepare them for success in general practice which is increasingly complex, rapidly changing, rich in information and communication technology, increasingly culturally diverse in its consumer groups and in the workplace, demanding evidence based knowledge and increasingly global in its outlook and influences.
Educational Values:
The approach to educational purposes and principles is located within the broader community understanding of shared personal and social values. The set of values outlined are: fairness, tolerance, respect, responsibility, social justice, best practice, empathy, care, inclusion and trust, honesty, freedom and being ethical - are not proposed to be the subject of specific, stand-alone teaching or the focus of assessment of individual program participants. They are a statement of the community expectations within which NTGPE develops its programs.
Educational Purpose:
Sustainable – we understand the interaction between social, economic, environmental and cultural systems by having continuous monitoring, review and improvements measures in place
Innovative – we are skilled in education delivery using a range of different and new and unique approaches
Collaborative – we build common purposes and values by promoting mutual responsibility and trust and ensuring synergism and value add activities in a diverse education community and wider socio-cultural community
Educational principles:
- promote adult learning principles
- Promote learner focused approaches and action learning
- ensure that we have a consistent approach to teaching and learning in a variety of contexts;
- education methods has a foundation in educational theory and evidence
- Education activities consider ethical and professional issues
- Educational activities focus on reflective practice and self-monitoring and motivation in the learning process
- ensure that the majority of learning experiences are positive;
- Acknowledge that positive learning experience does not mean the educational outcome is always positive. Rather the learner and hopefully the teacher have further developed problem solving skills and/or learnt something from the experience;
- strive for excellence which is the summation of good teaching (rationally defensible and worthwhile for learners) and successful teaching (positive relationships between teaching and learning);
- Promote the engagement of learners by expecting: enthusiasm of the teacher in their subject matter; professionalism of teacher and the teaching process; and positive discourse between teacher and learners.
- Encourage partnership and commitment between teacher and learner
- Recognise clinical practice is the key setting where learning and teaching takes place
- Instil lifelong learning
- Promote the importance of evaluation of programs, teaching methods and educators
- Highlight the importance of formative and summative assessment.
