Roles and Responsibilities of Tutors in Training and Education

Introduction

Teaching, assessment and learning have significant importance in training and education which provides the student a relevant assistance and guidance (Tanis, 2020). This report analyses the tutor’s role from multiple perspectives which are examined by different methods. In addition, it demonstrates the responsibilities and roles of a teacher towards the students or learners which helps them to achieve the learning goals. The key purpose of the report is to evaluate the accountabilities and duties of the tutor in the training and education and within the learning association. It includes the multiple teaching standards which are required to be maintained by the professionals, primarily focusing on the effective learning and development of the learners. This report provides vital information related to the individual learning of the learners and explains their observations and understanding briefly.

At Native Assignment Help, our assignment help supports students in understanding the diverse roles and responsibilities of tutors within training and education. We provide expert guidance to craft well-structured work covering teaching standards, assessment methods, and inclusive learning practices—ensuring learners achieve their goals.

TASK 1

Responsibilities and Roles in training and education

There are multiple duties and roles played by a tutor in training and education which have been described as follows:

• Effective learning planning: a tutor played a vital role in analysing the requirements for the formulation of effective planning for the determination related to the learning style (Irons and Elkington, 2021). It is significant for the tutor to plan the resources and required study materials which are necessary to provide effective learning to the students.
• Facilitates assistance and Knowledge: Further, tutor is also responsible for offering the required assistance, knowledge and learning’s to the students. It is considered as the primary responsibility of the tutor which helped them to follow the proper guidelines and standards by using different methods of teaching.
• Assess learning: this is the crucial responsibility of the teacher to assess and update the knowledge of the learning to progress the requirements of the teaching standards (Munna and Kalam, 2021). Tutors are required to access the skills of the learners to enhance their abilities, skills and knowledge.

Key aspects of legislation, codes of practice and regulatory requirements

It has been summarized that the regulatory requirements followed by the tutor were identified by the government which must be fulfilled. The key aspects of the regulatory requirements were identified as the regulations related to the safety and protection of the students, hygiene, a positive environment and control of the use of resources (Ferreira et.al 2020). Apart from that, the code of practises states the responsibility of the tutor to follow the professionalism in their conduct. The national legislation is managed by the government entities which involves the implementation of the policies and set of rules and standards on the teaching practises. 

In addition, the microteaching enables the tutor to teach in miniature, where the tutor is asked to organize and deal with the less assignments and students. It includes multiple methods of teaching which improves the characteristics of the learners in the system of evaluation (Andrade and Brookhart, 2020). The micro teaching was conducted with the peers, helping in the delivering of the required knowledge and learning materials among the smaller number of students for effective learning.

Boundaries and relationships between the teaching role and other professional roles

The tutor is required to identify their expert’s limits and also understand the restrictions among the teaching role and other professional roles. There are numerous boundaries that the tutor bears which include the professional code of conduct and the legislative needs which compel the limitations on the tutor. In addition, it is significant for the tutor to focus on managing and maintaining the skills and knowledge of the learner effectively (Kilag and Sasan, 2023). The teacher has engaged in a professional relationship with the learning organization, and the students along with the other professional role of administration. To carry out the relationship in an efficient manner, the teacher is required to set boundaries by avoiding external social relations and contact outside the learning association. Furthermore, the tutors abide by the professional code of conduct which assists them in avoiding any sort of inappropriate situations and enables them to treat the learner in an equal and appropriate manner.

Points of referral to meet the learner’s needs

In the educational organization, there is a vital significance of the points of referral which enables the fulfilment of the requirements of the learners. The referral points are the organizations or individuals which provide extra expertise or support to the learners to fulfil their incomplete needs. There are certain external and internal referral points to ensure the accomplishment of the needs (Xu et al, 2020). Points of internal referral involve the staff members or colleagues who have experience or expertise in the specific departments. For example: in be case of a learner who is facing complexity with reading comprehension, the learner is referred to the literacy coordinator to mitigate the complexities and to fulfil the learning needs. On the contrary, the external points of referral include community organizations, professionals and local support services which provide the support and necessary resources to meet the needs of the learner.

TASK 2

Importance of identification and meeting the individual needs of learners

There is a remarkable significance of the identification and meeting of the individual learner’s needs as it assists in the multiple areas of improvement in learning and teaching. It is important to identify to analyse the key development areas of learning and to fulfil the needs of the learners. Furthermore, it is also important for the evaluation of the association and tutors in terms of their skills and abilities. The identification of learner’s needs assists in the future planning to accomplish the individual objectives and goals (Moore et al, 2023). The tutor planned the learning session and tasks as per the identified needs. With the facilitation of the appropriate knowledge and skills, the tutor will be able to meet the needs of the individual learners effectively. The knowledge assessment assists the tutor in improving and updating the knowledge of the learners to maintain the efficiency of the learning and teaching programs.

Use and role of diagnostic and initial assessment

The diagnostic and initial assessment plays a vital role in the fulfilment of the learning goals of the individuals. These assessments facilitate the crucial information based on the current skills, understanding and knowledge of the learner. This helps the tutor in the identification of the areas related to the strength and improvement aims to achieve the individual learning goals. The initial assessment is used during the initiation of the learning course or program. This assessment helps the educators to gain valuable insights related to the weaknesses, strengths and interests of the learners (Hajovsky et al, 2020). On the contrary, the diagnostic assessment plays a significant role in the identification of potential weakness areas upon which the learner faces complexities. It is used for the analysis of detailed work which includes observation, formal writing and formal sampling of work.

Methods of diagnostic and individual assessments

The method of diagnostic and initial assessment provides the baseline for the measurement of individual learning goals. There are various methods used in the diagnostic and initial assessment which agree with the learning goals of the individual learners as follows:

• Records and documents are the methods which provide proof of achievements and include detailed information on qualifications, references, achievement records, awards and non-academic certificates.
• Self-assessment method provides the idea to the learners to analyse self-weaknesses and strengths (Fuentes et al, 2021). This method is vital and describes the own thoughts and considerations into account related to self-knowledge and key points of improvement.
• Interviews and discussions are the most used methods in these assessments which allow the learner and teachers to form a relation with each other. Furthermore, this method provides the feedback opportunity to determine the missed areas of learning and aims to fulfil the learning goals of the individuals.

Record of individual learning goals of learners

The systematic record of the learning goals of the individuals provides a detailed review of the learning experience and observation of the learner. Records ensure that the learning goals are met effectively concerning learning sessions and assessments. For example: the Individual Learning Plan (ILP) is used to date the objectives and goals and provides a platform to record the learning of the students. Once the learning activities are recorded, the tutor reviews and evaluates them with the learning goals to drive fruitful outcomes (Thompson, 2020). The systematic record of the individual learning goals defines the standards which aim to be achieved by way of assessment and learning sessions which motivates the learners to achieve them.

TASK 3

Work scheme followed by internal and external requirements

No. of Weeks	Objectives	Learning Activities	Resources required	Time frame
1	Provide detailed overview about social and cultural issues	Organization of debate and seminars	Syllabus, reading materials includes books, journals and articles	1 week
2	To provide information about enhancing technical skills	Organization of ICT sessions and technical practise on systems	Computers, advanced accessories and experts	3 weeks
3	Lessons on micro and macro economics	Role play and discussions	Articles, books and course materials	2 weeks

The work scheme is formulated as per the external and internal requirements related to the process of learning which is aimed to achieve the objectives related to the learning goals of the individuals. It is the forecast of work which is considered by the teacher to provide adequate learning and knowledge to the learners within the class based on the topics mentioned in the syllabus (Finkelstein et al, 2021). The internal requirements include the syllabus, appropriate study materials and resources, and identification of the needs of the learners based on the complexities on certain topics. On the contrary, the external requirements are identified as the peaceful organizational environment, organization of development and learning sessions from external faculties and educational trainers.

Learning and Teaching plans in respond to:

The individual needs and goals of learners

Curriculum requirements

Week	Individual learning needs and goals	Curriculum requirements	Learning Activities	Success measures	Time frame
1	Related to enhance the problem solving skills	Books, journals and articles.	Organising of lectures and quiz	Confidence and increase in ability towards the solving of real-world problems and tasks	1 week
2	Improve academic performance	Experts, academic books and notes, online resources such as articles, blogs and virtual assistance	Organising of quiz, seminars and group discussions.	Improvement in marks and academic records	4 weeks
3	Effective planning of the professional objectives and goals	Tutor’s guidance, technical assistance and books and reading materials	Role plays, debate and group discussions	Setting of objectives for future career	3 weeks

The above learning and teaching plan is framed to identify the learning needs of the individuals along with the fulfilment of curriculum requirements. This enables the accomplishment of objectives which facilitates effective learning and gain of knowledge and understanding about the specific subject matter (Mitchell and Sutherland, 2020). The goals and needs are accomplished with the organisation of activities and tasks which are required to be performed in certain time.

Teaching planning to meet the learner’s individual needs

I planned about the use of technical assistance such as power point presentation for meeting the learner’s needs and expectations. Furthermore, the systemic notes and study materials are provided to the learners which clear their concepts and complexities (Ní Bhroin and King, 2020). In addition, project-based learning (PBL) can be implemented in the learning and teaching plans which helps the learners to develop their skills and abilities with the identification of real-world problems. PBL facilitates the skills of collaboration, critical thinking, research and analytical thinking among the learners which enables the tutors to meet the learning needs.

Ways in which learning and teaching plans can be adapted

There are multiple innovative ways in which learning and teaching plans can be adapted to meet the learner’s individual needs. These ways can be adapted to enhance the focus and engagement of the learners to meet their needs effectively. The method of personalized learning can be adopted by the lecturers, which provides a personalised learning experience to the learner (Lindner and Schwab, 2020). This leads to an increase in the chances related to the fulfilment of individual learning needs. The feedback based learning is another way which enables the learners with the strategic mechanism to provide feedback.

Opportunities for learners to provide feedback

There are numerous opportunities identified by providing feedbacks such as the identification of the key improvement areas which helps the learner to enhance its strengths and core skills, feedbacks also helps in analysing the requirement about specific learning which results in increase in the ability of the learner based on the particular field (Craig et al, 2022). This enhances the overall experience of learning which removes the barriers and complexities in understanding. Feedback also improves the engagement of the learners by with the promotion of active participation in the learning process.

TASK 4

Importance of promotion of respect and appropriate behaviour

There is a vital importance of promotion of respect and appropriate behaviour within the training environment or classroom. The appropriate behaviour includes the act with integrity and honesty which fosters the positive relationship between the learner and teacher. It motivates the learners to pay the required attention and cooperate during the teaching or learning session which leads to enhancing the chances of meeting individual learning needs (Paulsrud and Nilholm, 2023). In addition, respect fosters self-confidence and self-esteem which is significant for the achievement of success. In the educational context, it is significant for the creation of a positive environment of learning which promotes personal and academic growth.

Ways to promote value diversity and equality

Value diversity and equality, also termed as multiculturalism is the well-known concept of promotion and acceptance of differences among individuals. The promotion of value diversity and equality in learning and education is considered paramount for both; tutors and learners. The primary way is to celebrate value diversity within the educational institution is considered crucial in the promotion of inclusive diversity (Munna and Kalam, 2021). This includes the organisation of cultural events, recognition and appraisal of students belonging to different backgrounds and celebration of festivals. Another way is related to the promotion of equal opportunities of education among the male and female students which fosters equality within the institution.

Establishment and sustain an inclusive and Safe learning environment

The establishment of an inclusive and safe learning environment is considered as free from psychological harm or emotional threat which allows the students to grasp the knowledge and learn in the best manner. An inclusive and safe environment of learning is established by the fostering a positive classroom culture, which leads to providing support and safety to the learners (Gao et al, 2020). In addition, the diversification of learning course materials enables the learners to reflect their creations, which fosters an inclusive and safe environment. It is sustained with the promotion of respect and appropriate behaviour which enhances the positivity and trust within the educational institutions.

TASK 5

Effectiveness of learning and teaching approaches used in specialism area

In the advanced educational landscape, there is numerous learning and teaching approaches which are considered as effective when used in the specialism area within the context of accomplish individual learning needs. The learning approach of Group Discussion (GD) is termed as an excellent approach as it facilitates the students with a positive and relaxed environment which enables them to share skills and knowledge (Blanchard and Thacker, 2023). Moreover, this approach is effective as it allows the learners to develop their skills of communication and facilitates active learning in the specialised area. Another teaching approach is associated with the lectures through PowerPoint, which is effective and versatile as it covers the theoretical elements along with the added advantage of images and diagrams to illustrate the functions and concepts. This enables the effective meeting of individual learning needs by providing them the clarity in understanding of specialised concepts.

Limitations and benefits of communication methods and media

Communication has a variety of methods which are comprised as verbal and non-verbal communication, visual communication and communication through body language. There are multiple benefits of communication methods as non-verbal communication offers a permanent message record and facilitates the transfer of thoughts and opinions in the form of a message (Deeva et al, 2021). Visual communication enables immediate understanding and offers high flexibility as compared to verbal communication. Limitations include the slow pace of feedback, non-availability of records in verbal communication and lack of visual issues in non-verbal and verbal communication within the learning process.

On the other hand, media is considered significant during the education and learning process. It provides the benefit of quick transfer of information which facilitates the learner to enhance their specialism area with the help of transferred information (Dawson et al, 2021). However, there are certain disadvantages of media which involves the spread of false and fake information which can mislead the learners and hampers the process of effective learning.

Effectiveness of resources to meet individual learning needs

The learning resources are denoted as effective as they assemble the individual learning needs and provide the approved commands in the form of resources. This leads to assisting the learners to grasp and evaluate educational learning effectively. Resources include books, articles, journals, internet references and notes provided to the learners as per the specific needs of the learners to fulfil the learner’s individual needs (To, 2022). Furthermore, it provides significant opportunities to the learners which enables them to explore knowledge, ideas and skills which focus on the positive outcomes of learning about accomplishing the learner’s individual needs. Resources closely integrate and coordinate with the specialism learning area which enhances the effectiveness of resources. Moreover, resources are effective in learning as it facilitate the flexibility of learners to access material and files without prior consent or supervision of the tutor.

Use of inclusive learning and teaching approaches, technologies and resources

Inclusive learning and teaching approaches are essential as they provide benefits to the tutors and learners. These approaches of inclusive learning and teaching such as encouraging the participation of learners, safe and positive learning environment and providing resources or materials for teaching facilitate in-depth understanding to the learners (El-Sabagh, 2021). This enables the meeting of individual learning needs by using the technologies in resources and approaches of inclusive learning and teaching approaches. The use of technology in the learning material and resources provides personalized learning and enhances efficiency in learning and teaching. Strategic planning related to the day-to-day learning activities and balanced representation and facilitation of the technical learning resources are the approaches which are used to meet the learning needs in an optimum manner. Moreover, these approaches also helped the tutors to analyse the strengths and weaknesses of the learners by which effective strategies can be formulated to meet the learning needs.

Ways to promote value diversity and equality in teaching

The value diversity and equality plays a remarkable role in provide effective learning to the students. There are multiple ways in which the value diversity and equality could be promoted in own teaching. With the organization of cultural activities, the value diversity could be promoted in the teaching which increases the motivation among students to learn in organized manner. This also creates the cultural and inclusive environment of learning which promotes the paramount value diversity and equality in my teaching (Beninghof, 2020). The professional and appropriate behaviour without any discrimination and prejudice related to religious beliefs, gender, race or sex also promotes the equality in the teaching. This enhances thrive among the learners which motivates them to learn and increases their enthusiasm. With the creation of positive attitude and relationship between the learners and teaching professionals is another way which promotes the value diversity and equality in teaching.

Adaptation of learning and teaching approaches, technologies and resources

The numerous resources and learning and teaching approaches which also include technologies are adapted to successfully meet the learning needs of the individuals. For instance, Regular revision on a daily basis is adapted which helps the students to learn the complex concept and also facilitates the strategic outline of teaching based on particular student as per their learning needs. Apart from that, the approach of a visual guide which includes use of board and flash card is adopted to maintain the concentration of the learners (Tanis, 2020). It also helped in providing explanations of complex topics more simply. Technologies and resources include the power point presentation and video and audio tape is also adapted in the learning and teaching approach. This is composed with subtitles and transcript which are designed to provide in-depth understanding to the learners related to the complex topics to meet their individual learning needs.

Communication with learning professionals and learners to accomplish learning needs

The correspondence of the learning professionals and learners is required to meet the needs of individual learning. Communication with the learning professionals required the use of professional language appropriately. Further, the use of rude tones and slang is avoided while communicating with the learning professionals (Irons and Elkington, 2021). In addition, communication with the professionals by way of links on behalf of learners needs special assistance to inform the learning professionals about their expectations, weaknesses and achievements. It is also ensured that clear communication needs to be done to avoid any sort of confusion in recording their performance to meet the learning needs of the individuals. On the contrary, clear communication with the learners facilitates the systematic understanding of their needs and expectations of learning. This will enable the professionals to provide personalized learning and resources based on their needs to meet them successfully.

TASK 6

Types and purpose of assessment used in training and education

Assessment is explained as the analysing of information based on the strength, expectations and weaknesses of the learner. The primary purpose of assessment to is formulate the strategic learning decisions by providing them feedbacks related to their achievements and progress. It judges the curricular adequacy and instructional effectiveness to formulate the effective policies in training and education (Munna and Kalam, 2021). There are various types of assessment which are termed as informal and formal observations, summative and formative assessment, and diagnostic assessment. The key purpose of formative assessment is to provide informative directions to the learners and teaching professionals about the upcoming step of training and education. The assessments which are based on observations includes the informal and formal assessments are used to develop the competences and sills of the learners apart from the educational development. Diagnostic assessment is used to improve the achievement and learning experience of the learners by assessing the difficulties and previous knowledge of the learner.

Assessment method’s effectiveness in order to meet the learning needs of individuals

The method of summative assessment is considered as effective as it is conducted at regular intervals and done at internal level which demonstrates the learning ability of the learner, which improves the chances of meeting the learning needs. In addition, the summative assessment method also facilitates the opportunity to analyse and improve the learning of complex concepts by providing the appropriate resources and alternative technologies (Ferreira et.al 2020). This method improves the motivation among the learners which enhances their learning experiences through which they met with the intended outcomes of learning. On the contrary, diagnostic assessment method is performed right after the arising of issue as the chances of correction are high at the time of arising of issue. This assessment method saves the efforts and time of the teaching professionals by addressing the issues in instant manner. It effectively shapes the knowledge of the learner by providing the resources, use of appropriate style of teaching and learning materials.

Methods and types of assessment, including self-assessment and peer assessment, to:

Involve learners

The peer-assessment method is implemented by the learners to grade the tasks of other learners which are based on the benchmarks set by the professionals, is highly emphasized on the reliability. The assessment criteria are used against the peers to meet the requirements of learning which involves the learners.

Meet the learner’s individual needs

For the effective meeting the learner’s needs, method of self-assessment method is used which helps the learners to analyse the self-performance (Andrade and Brookhart, 2020). This leads to effective meeting of learning needs by analysing the self-weakness and strengths by reflecting own skills development and progress.

Enable learners to provide Reliable, valid and sufficient evidence

The Diagnostic method of assessment is based on learner’s pre-assessment which highlights the skills, knowledge, weakness and strengths prior to teacher’s instruction. It is considered as sufficient and reliable as it analyses these factors of students which provides the tutor a prior idea about the factors of improvements.

Meet external and internal requirements of assessments

The formative assessment is used to evaluate the progress of the learning cycle, which aims to meet the internal and external requirements (Kilag and Sasan, 2023). This assessment method used the feedbacks to identify the needs of improvement in learning cycle in order to meet the internal and external requirements such as peer reviews, checklists, and formulation of learning designs.

Use of feedback and questioning in contribution to the process of assessment

In the process of assessment, there is a significant use of feedback and questioning which has a vital contribution. Questioning is used to check the understanding of the learner which is primarily used in the class with the technique of question and answer (Xu et al, 2020). Moreover, questioning has a significant contribution in assessment as it helps the learner to gain informative knowledge and enhance their skills and abilities by effective questioning. This results in encouraging the ideas and creativity, problem solving and brainstorming of learners. On the other hand, feedback is contributed in the assessment process by improving the overall performance and skills of the learners. It rewards the qualities and skills within learners which helps the tutor to motivate and improve them to act in effective manner on the assessment.

Record of assessment outcomes to meet external and internal requirements

Assessments are performed against the pre-determined standards required to fulfil the external and internal requirements. The internal requirement includes the standards, policies, codes and procedures. On the other hand, external requirements include the vocational standards and awarding body (Moore et al, 2023). The assessments need to adhere to the external and internal assessments and the potential outcome of the records are recorded in the documentation form. Compliance with the policies and procedures is required to communicate with the teaching professionals to meet the mandatory requirements of assessment. In addition, the assessment records required evidence to judge it against the objectives and criteria to make the records reliable, safe and valid as per the external and internal requirements.

Communication of assessment information with other professionals

The information of assessment is communicated with the learning professionals by way of report cards, which carry the detailed analyses of the areas of academic development. Apart from that, it also carries information related to the strengths and weaknesses of the learner and the adopted style of learning and includes the proposed suggestions for the improvement of the positive interest towards the achievement of learners (Hajovsky et al, 2020). For effective communication with the other professionals, the terminology of assessment is used in an appropriate manner which articulates the objectives, implications and limitations of the results. The assessment information needs to be communicated with the associated learning professionals to enhance the achievements and overall experience of the learner.

TASK 7

Demonstrating ways of minimum core elements within planning, assessing and delivering inclusive learning and teaching

The minimum core is termed as the specifications of subject matter which explains the language, literacy, ICT skills and numeracy which is required for other tutors. Educational teachers are required to learn this knowledge and skills to develop and support the learner’s needs to accomplish their individual learning needs. These elements are highlighted in the effective planning, assessment and delivery the inclusive learning and teaching (Blanchard and Thacker, 2023). Literacy is demonstrated in the process of teaching which includes writing and teaching of academic information. Language is showcased in the form of speaking or communication with others during the learning or teaching process. The element of numeracy is further demonstrated by the formulation of a work scheme or lesson plan. Lastly, the ICT element highlights the technical skills used in the process of learning and teaching with the use of technology.

Application of minimum core elements within planning, assessing and delivering inclusive learning and teaching

 Learning professionals are required to gain the appropriate understanding and knowledge about the minimum core elements within the context of effective planning, assessing and delivering in order to facilitate adequate support to learners. An element of language is applied during the lesson which helps the learners to analyse the situations of the real world (Gao et al, 2020). The numeracy elements are applied during the formulation of lesson plans or work schemes with the help of data, analysis and collection of numerical evidence and in providing marks in assessment. The element of ICT is applied which facilitates the blended learning with the integration of methods of a traditional classroom with the advanced digital media. For example: VLE, e-learning, electronic assignments and feedback through mails.

TASK 8

Review of practice in delivering, planning and assessing learning and inclusive teaching

For the effective delivery of the inclusive learning and teaching program, the initial assessment is carried out on the learners to identify their thoughts and opinions. This helps in the formulation of best learning and teaching practises which enables the learners to meet their individual needs of learning (Munna and Kalam, 2021). In addition, I adopted the practice of making assessment records for which multiple educational activities are organised and teaching styles are adopted. As per the learner’s point of view, practice of an Individual learning plan (ILP) has been adopted to enhance the effectiveness of the designation of the curriculum. Various academic equipment and materials are provided to the learners to enhance their learning and knowledge which facilitates them to fulfil their needs of learning.

Identification of improvement areas within inclusive teaching and learning

In respect of my teaching practises, there are certain improvement areas which include the orderly updating of the vocational qualifications and professional skills. This includes the improvement in feedback and adaptability practises for the effective assessment and delivery of inclusive teaching. In addition, the action plan needs to improve as it assists in the creative ideas and formulation of steps in order to achieve the standards of teaching practises (Paulsrud and Nilholm, 2023). For improvement, the SMART goals are framed and included in a certain manner to get optimum results. In addition, there is a scope for improvement in the area of responsiveness towards colleagues and students to accomplish the specialist requirements. This helped in providing the optimum assistance to the students which helped in the accomplishment of individual needs or learning.

References

Books and Journals

Andrade, H.L. and Brookhart, S.M., (2020). Classroom assessment as the co-regulation of learning. Assessment in education: principles, policy & practice, 27(4), pp.350-372.

Beninghof, A.M., (2020). Co-teaching that works: Structures and strategies for maximizing student learning. John Wiley & Sons.

Blanchard, P.N. and Thacker, J.W., (2023). Effective training: Systems, strategies, and practices. SAGE Publications.

Craig, S.L., Smith, S.J. and Frey, B.B., (2022). Professional development with universal design for learning: supporting teachers as learners to increase the implementation of UDL. Professional Development in Education, 48(1), pp.22-37.

Dawson, P., Carless, D. and Lee, P.P.W., (2021). Authentic feedback: supporting learners to engage in disciplinary feedback practices. Assessment & Evaluation in Higher Education, 46(2), pp.286-296.

Deeva, G., Bogdanova, D., Serral, E., Snoeck, M. and De Weerdt, J., (2021). A review of automated feedback systems for learners: Classification framework, challenges and opportunities. Computers & Education, 162, p.104094.

El-Sabagh, H.A., (2021). Adaptive e-learning environment based on learning styles and its impact on development students' engagement. International Journal of Educational Technology in Higher Education, 18(1), p.53.

Ferreira, M., Martinsone, B. and Talić, S., (2020). Promoting sustainable social emotional learning at school through relationship-centered learning environment, teaching methods and formative assessment. Journal of Teacher Education for Sustainability, 22(1), pp.21-36.

Finkelstein, S., Sharma, U. and Furlonger, B., (2021). The inclusive practices of classroom teachers: A scoping review and thematic analysis. International Journal of Inclusive Education, 25(6), pp.735-762.

Fuentes, M.A., Zelaya, D.G. and Madsen, J.W., (2021). Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teaching of Psychology, 48(1), pp.69-79.

Gao, X., Li, P., Shen, J. and Sun, H., (2020). Reviewing assessment of student learning in interdisciplinary STEM education. International Journal of STEM Education, 7, pp.1-14.

Hajovsky, D.B., Chesnut, S.R. and Jensen, K.M., (2020). The role of teachers' self-efficacy beliefs in the development of teacher-student relationships. Journal of school psychology, 82, pp.141-158.

Irons, A. and Elkington, S., (2021). Enhancing learning through formative assessment and feedback. Routledge.

Kilag, O.K.T. and Sasan, J.M., (2023). Unpacking the role of instructional leadership in teacher professional development. Advanced Qualitative Research, 1(1), pp.63-73.

Lindner, K.T. and Schwab, S., (2020). Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International journal of inclusive education, pp.1-21.

Mitchell, D. and Sutherland, D., (2020). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.

Moore, N., Coldwell, M. and Perry, E., (2023). Exploring the role of curriculum materials in teacher professional development. In Non-Linear Perspectives on Teacher Development (pp. 135-151). Routledge.

Munna, A.S. and Kalam, M.A., (2021). Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation (IJHI), 4(1), pp.1-4.

Munna, A.S. and Kalam, M.A., (2021). Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation (IJHI), 4(1), pp.1-4.

Ní Bhroin, Ó. and King, F., (2020). Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans. European Journal of Teacher Education, 43(1), pp.38-63.

Paulsrud, D. and Nilholm, C., (2023). Teaching for inclusion–a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support. International Journal of Inclusive Education, 27(4), pp.541-555.

Tanis, C.J., (2020). The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Research in Learning Technology, 28.

Thompson, N., (2020). Anti-discriminatory practice: Equality, diversity and social justice. Bloomsbury Publishing.

To, J., (2022). Using learner-centred feedback design to promote students’ engagement with feedback. Higher Education Research & Development, 41(4), pp.1309-1324.

Xu, B., Chen, N.S. and Chen, G., (2020). Effects of teacher role on student engagement in WeChat-Based online discussion learning. Computers & Education, 157, p.103956.