Teaching in Specialist Area/Education & Training in Baking Assignment Sample

Discover personal strengths and weaknesses for professional development in the baking industry.

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Introduction of Teaching in Specialist Area Assignment Sample

Task A: Research Report

1.1 Key aims of education and training in baking

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The aim of educating and training in baking is important for several aspects such as,

  • It can help students to demonstrate the concepts regarding the theory and method of baking. The students can develop their hands-on experience through the process of manufacturing several baking products like pastries and so on.
  • Another important aim of providing training in baking is to develop the idea or rather to illustrate the contemporary techniques of confectionery to manufacture some bakery products in the most planned way.
  • Moreover, one of the most important aims is to differentiate the operations that are performed in restaurants to manufacture baking products with the help of several pieces of equipment and modern technology.
  • Another aim of education and training in baking is to integrate and analyse the techniques related to problem-solving in the profession to make a profit from the business.

1.2 Analysis of philosophical issues relating to education in Baking

During the process of educating and training in baking, the issues faced by the students are like lack of experience that results in an overflow of the cake. Lack of using the ingredients in appropriate amounts, pages of the baked cake become crusty. Sometimes the cake is seen to get stuck to the pan and so on. Moreover, the common issue that arises during the training period is that the students having no experience face the problem of batter getting thick. Cracking the top of the baked cake is another issue faced during training also.

2.1 Description of the Aims of Key Qualifications in Baking

Some qualifications are necessary to make someone eligible for taking training in baking. Some of the basic qualifications are,

  • Candidates must have completed a diploma in the relevant field.
  • The students or the candidates who have completed their graduation in any specific field such as bachelor in food science, pharma and so on can do the training of baking. Candidates who have 2-3 years of experience are preferred more than the freshers so that they can be able to work in some reputed organisations.
  • Apart from these, some skills are required for taking training in baking. Some of the skills are, good knowledge regarding the ingredients used for baking, the students must have the sense of not wasting any ingredients. The basic skill starts with home baking which is important to get trained (Casey, 2019). The students must have a good knowledge regarding the price of the cost of baking products, know mathematics and so on. The most important skill is the skill of communication which is needed at every stage of training as it will help to convince customers in future for buying new products from the bakery.

2.2 The Aims and Structure of Learning Programmes in Baking

Several training programs are required to learn the baking process. There are two types of programs available for baking, one is the training programme and the other one is the degree programme. The training program consists of certificate programs which require one semester and is called to be extra professional credentials along with culinary experience. These training programs are required to develop a learner professionally. Another important program that can be availed is the degree program which is a two-year course. The bachelor's degree program offers the students some possibilities of learning various techniques regarding baking as well as teaching them the process of creating several pastries and confectioneries. Another learning program is online training in baking. In this kind of learning program, the students try to follow the lectures online and try to work out in their kitchen.

4.1 Ways of Meeting Individual Needs by Resources

Advanced ways of technology have helped to reduce baking time (Chhanwal, Bhushette and Anandharamakrishnan, 2019). There are some ways needed to be applied while teaching a student the process of baking. Some new emerging technologies can be used as resources to meet the needs of the students. Such technologies are continuous mixing Technology, Hydro bond Technology, Digital sensors of humidity, and 3D bread quality x-rays. Continuous mixing technology is used during the time of taking to make a huge quantity of ingredients at an accurate level. Hydro bond Technology is used for making a perfect dough by the process of hydration while the implementation of digital sensors of humidity helps in providing the accurate humidity required for baking. The 3D bread quality x-rays are used for analysation of the design of the chamber of the cake (Ayub et al., 2018). Inspecting the food by the process of scanning in the form of a digital model.

2.3 Approaches to planning for the delivery of a learning programme in baking

In the learning programme of the baking process mainly two programmes are available for this field. One learning programme is a training programme and another learning programme is a degree programme. With the following two learning programmes, students can meet their goals and achieve their aim in life. The training programme boosts their experience in the baking field and defines their professional credentials. Training programme improves productivity and the performance of education (Haryono, Supardi and Udin, 2020). On the other hand, the degree programme is a two years course which is important to get a job in the banking field.

3.2 Key curriculum issues on the learning programme

The main obstacle to improving the quality of education is a lack of suitable resources. Most educational institutions require structures, science equipment, libraries and so on. However, due to low funding, the desired results cannot be achieved in the academic process of baking. Each year every institution allocates a separate budget for education, but it needs to be appropriately directed through the right channels to reach the required sector. In addition, the revolution of online technology has generated a lot of issues in the academic process. First of all, the online platforms which are utilised for educational purposes are very cost-effective.

As a result, each student cannot survive the cost of these platforms, so they are left behind by the others. In addition, online technology requires accurate knowledge about the utilisation of these platforms. A lack of knowledge about digital technology prevents students from gaining knowledge about their professional field. It also lowers the qualification of interaction between the students and the teachers (Dumford and Miller, 2018). In addition, many elementary institutions lack basic amenities including buildings, furniture, running water and supplies for learning among other things. Many institutions have few teachers, which creates a huge issue in the baking industry, as it requires a larger number of teachers. Therefore, the high drop-off rate is worrying. Finally, while there has been a statistical extension of training, students in the baking process are still lagging in terms of subjective improvement.

3.1 Inclusive planning and preparation of a learning programme

I have selected baking as an area to pursue my professional career. In the learning session on baking, I follow several inclusive approaches to boost my knowledge about the baking process. I follow two baking programmes for my professional development. The training programme defines the professional credential and the degree programme makes an opportunity to get a job in the baking industry. I got an outstanding academic environment which helps me to stay involved with the learning process. The inclusive academic environment is the most crucial part of the learning process since it strongly influences the students and motivates them to connect in their academic progress. In addition, the behaviour of the teachers and the teaching process are also very helpful to gain knowledge about the baking industry. The teachers effectively apply their experience and knowledge in the classroom, which is very beneficial for my academic career.

4.2 Analyse the inclusiveness of teaching and learning resources in the baking area

I have selected the baking sector as a specialisation of my professional career. In my learning process, I use many technological tools as a resource of my learning process. These tools improve the process of education and generate outstanding outcomes (Martin, 2019). In addition, my teachers and classmates help me a lot to aid my education. I am very interested in the science of baking. However, my mentor provides a lot of information about the mankind process. I followed several journals, magazines, and notes to boost my knowledge about my professional development. Most of my educational notes are collected from the ongoing class. In addition, my classmates also help me a lot to develop my resources about my profession. Furthermore, the institution provides various teaching contexts and material which is relevant to my learning process. Various online platforms allow trainers and teachers to form different parts of the world to serve documents and journals. Thus, collaborative technological platforms provide me with several opportunities to connect with teachers and mentors. From them, I collect many educational materials regarding my study in baking.

Task B: Network Plan Notes and Report

5.1 Liaising with the other Teachers and Trainers

I have selected baking as an area of specialisation in teaching to pursue my passion for my profession. Here I have liaised with other teachers and trainers for an effective inclusive learning system. In this regard, my ways of building networks with other teachers and trainers are technology, emotional support and collaboration on delegate tasks. Nowadays, technological advancement is one of the most prominent phenomena of the teaching-learning process. In an inclusive learning system, technology plays the most crucial role. It allows teachers and educators to collaborate with each other through different available digital collaborative platforms like Google Docs, Trello, Zoom and many others. These technological platforms help teachers to share their teaching platforms with groups of students. In this process, the confusion of the students can be easily resolved by the teachers as they are collaborating within a single platform of the teaching-learning process. Online cross-cultural collaborative learning platforms in the UK help teachers to coordinate with other educators (Kumi-Yeboah, 2018). Even these platforms have helped me to share information with other teachers and trainers in real-time and thus it has helped me to improve the quality of education and training. Technology allows teachers and trainers from different parts of the world to share documents and edit worksheets. Thus, shared collaborative digital platforms have helped me to connect with other teachers and trainers.

Teachers’ collaboration in a team works, helping to identify the interests, backgrounds and expertise areas of each educator. So, the teamwork can be distributed among the teachers according to their area of strength. Such teamwork has improved our trust and accountability for each other. This has also made us confident enough to contribute towards the upliftment of educational quality using individual skills. It has also helped to strengthen the relationship between the teachers and trainers. Rewarding professional relationships among teachers is needed to help one colleague to fix the problems of needed students (Berry, 2019). Along with professional collaboration, it has also improved emotional support among the teacher groups. Regular interactions have strengthened professional and mentorship relationships. Strong emotional support among colleagues within the education field, assures better-extended support to the students.

5.2 Reflection of Impact on Practice

Teacher collaboration is the most crucial element of an inclusive teaching and learning system. Localised bonds with other teachers and trainers have impacted my own practice and have also improved my experience of professional development. It has helped me to address context-specific issues in the era of educating students. It has fostered collegiality and reduced my isolation and work stress. According to a US report, 30% of beginner teachers face work stress issues in their first year (Harmsen et al., 2018). Collaboration reduces these issues. Shared visions over the objectives of the teaching process have broadened my insights into the teaching-learning process. The common element of the teaching-learning process is improved student learning.

My strong professional relationship with the trainers and educators has made this path to achieving the goal easily. Improved collaboration with other trainers has helped me to analyse the holistic needs of individual students and their academic progress. Thus, it has improved my practice of teaching in a specialised area of baking in the UK. Disciplinary teamwork has improved the process of a collective inquiry into the students’ demands and implementation of actions needed for academic improvement. It has also guided me to analyse the students' assessment data in regard to specific learning objectives. It has also helped to assess the effectiveness of instructions in the teaching process. Thus, strong emotional support and professional relationships among the teachers and trainers have improved my practice of teaching and my professional development experience.

The Strong connection between the task of teaching and my vision for achievement has helped me to explore my individual purpose. It has also built a sense of autonomy on my task projects and thus it has boosted my confidence in the recognition of my contribution to the teamwork. My identification of expertise and utilising the skills in the teaching process have ensured my professional development. Trusts in the relationship with other trainers and teachers have established a safe work environment and a productive work culture. Collaboration in the workplace has helped me to work through conflicts. Conflict in teamwork is an unavoidable part. Intergroup conflict and cooperation increase team efficiency and productivity (Driskell, Salas and Driskell, 2018). Team conflict in collaborative teaching practices has developed my skills of adaptability and adjustment which are very crucial elements in professional development. Process-based conflict management has actually improved my problem-solving capabilities in the professional field.

Task C: Reflective Account

6.1 Reflection of the effectiveness of knowledge in Baking

I have a high interest in the field of baking and that is the reason for selecting Baking as my area of specialisation. From the very beginning, I was interested in the science of baking and exploring my career in this field. I have sound knowledge of mixing ingredients and I have baked various designs of wedding cakes as per the client's requirements. Mixing ingredients is a complex process and the knowledge of ingredients is important (Godefroidt et al., 2019). Besides the knowledge of the process, it is important to take care of the timing and organisation of the resources needed for baking. I take care of time, for example, melting and mixing the butter requires fifteen minutes. Devoting extra time will result in making the product hards. So, I believe I have good time management skill and organising skills. I am efficient in handling all tools and materials required for baking products. I always believe that working with team results in increased efficiency and greater results. I am efficient in handling the team and for this, I have developed my communication skill so that I can communicate effectively. I always try to keep myself updated and improve my knowledge relating to the baking industry and the latest trend so that I will always remain updated and work as per the latest trend. In addition to this, in the baking industry, the knowledge of chemistry is highly prioritised and I always care about the appropriate measurement, product texture and baking temperature. Thus, I believe this efficient knowledge will enhance my capabilities and effectiveness.

6.2 The Strength and Weaknesses of Professional Development

The identification of the strength and the areas of improvement enable an individual to explore the opportunity and helps in developing plans for improvements. My biggest strength is my passion and dedication to baking. I am an efficient baker and grow my career in this field. My strengths are brilliant knowledge of the process of baking and handling the tools and equipment that help me to increase my innovativeness. I have good knowledge of microwave heating. It is important in baking as it increases efficiency in terms of speed, space and ability (Bou-Orm et al., 2021). Besides this, I have strong organising skill that allows me to organise all the material and plan well beforehand. I also help me reduce stress and anxiety. Apart from this, I can work effectively with a team and collaborate effectively for better results and innovation.

In addition to this, I have good communication skill that allows me to communicate with the team effective and ensures better results (Faloye and Obateru, 2021). I have always followed the instruction provided to me by the instructor relating to texture and ideal temperature. This helped me to have a good understanding of timing and processing time. I minutely take of all the details relating to flavour and texture to improve my innovativeness. However, I feel that I should widen my knowledge and research regularly for updating my understanding and knowledge. This will improve my innovation skill and help me to bake products creatively. I also believe that I am lagging in my research skill and need to boost my eye-hand coordination and have the capability to work under pressure. I should be more curious about experimenting with new flavours and combining techniques which will boost my professional career and make a path for achieving my goal.

6.3 Personal Development Plan and SMART

Personal Development Plan

Skills to be Developed

Development Plan

Creativity Skill

I have planned to enrol myself in various short-term baking programs and also take the help of the internet, journals and articles to enhance my understanding and knowledge

Skill to work under pressure

In baking every step is important and work pressure is also high. I believe that regular practice will help me to handle stress and work under pressure.

Coordination Skill

I believe I possess this skill although I need to improve this skill by regular working in a team and I plan to join the short-term course.

A baking skill

I am passionate about baking although the continuous improvement of my baking skills will widen my scope and opportunities. I have planned to enrol myself in various short-term courses.

SMART TARGET

Specific: To attain this goal I need to develop a specific plan to grow in the baking industry. I need to develop my effectiveness in baking which will help to develop a career in this field.

Measurable: My goals are measurable and I can easily track the progress. I have planned to attain the goal within 6 to 12 months. In addition to this, my work will reflect the improvement and help me to track my progress in this field.

Achievable: The goals that I have set and planned are achievable and I need to achieve them in a shorter to medium period.

Relevant: The improvement of my skill will help me to attain success in the field of baking. Additionally, this improvement will help in accessing higher success.

Time-Bound: The time-bound targets to develop my skill will increase my focus and make the goal achievable and reduces stress and anxiety.

References

Akintayo, B., Ekeh, C. and Osunfisan, A., (2021). Influence of Youtube Videos on Skills Acquisition among Youths in Ogun State, Nigeria. African Scholar Journal of African Sustainable Development (JASD-2), 22(2), pp.131-144. Available at: https://www.africanscholarpublications.com/wp-content/uploads/2021/12/AJASD_Vol22_No2_September2021-7.pdf

Ayub, I., Munir, A., Ghafoor, A., Amjad, W. and Nasir, M.S., 2018. Solar thermal application for decentralized food baking using Scheffler reflector technology. Journal of Solar Energy Engineering, 140(6). Available at: https://www.researchgate.net/profile/Waseem-Amjad-3/publication/325047405_Solar_Thermal_Application_for_Decentralized_Food_Baking_Using_Scheffler_Reflector_Technology/links/619644493068c54fa5faf18d/Solar-Thermal-Application-for-Decentralized-Food-Baking-Using-Scheffler-Reflector-Technology.pdf

Berry, B., (2019). Teacher leadership: Prospects and promises. Phi delta kappan, 100(7), pp.49-55. Available at: https://www.researchgate.net/profile/Barnett-Berry-2/publication/332260499_Teacher_leadership_Prospects_and_promises/links/5f3a297fa6fdcccc43cfc532/Teacher-leadership-Prospects-and-promises.pdf

Bou-Orm, R., Jury, V., Boillereaux, L. and Le-Bail, A., (2021). Microwave baking of bread; A review on the impact of formulation and process on bread quality. Food Reviews International, pp.1-23. Available at: https://www.researchgate.net/profile/Roua-Bou-Orm/publication/352697267_Microwave_Baking_of_Bread_A_Review_on_the_Impact_of_Formulation_and_Process_on_Bread_Quality/links/622a01e09f7b3246341e4a38/Microwave-Baking-of-Bread-A-Review-on-the-Impact-of-Formulation-and-Process-on-Bread-Quality.pdf?_sg%5B0%5D=started_experiment_milestone&origin=journalDetail

Casey, E., 2019. From Cookery in Colour to The Great British Bake Off: Shifting gendered accounts of home-baking and domesticity. European Journal of Cultural Studies, 22(5-6), pp.579-594. Available at: https://d1wqtxts1xzle7.cloudfront.net/65550652/Casey_2019-with-cover-page-v2.pdf?Expires=1666091612&Signature=VD1NwAHxkYZ33KxFpQOM62xYgDXmk4zpYQ-tikQAxkfzRxRNdy0jmAisdzlv~HOfGqXJgET6vfmKTGmFe9sIA32WR3pFE3-FU4vk8VGBcDQcs-oZTnVAwbnbslib5QBDxgKLay0eYfafiLNSrwGXnYHZupvE80NyfM~UZKaoL-WhJGFLnEKBzjzOmttFTqxkOjHsULN2gy8ESeMwMoS1JpHqoQAJPuIXe3JXPNvwNKVWUxd5mVieG9wjtTI2QhGGJcl-aqn6tZLMEgKbwTxRedzxGLWhQ~1vLqOq~IFjmZSJBnBa5N6djUC8nUBYi6E5FDDi9fFN9K51JS~Dl23bVg__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

Chhanwal, N., Bhushette, P.R. and Anandharamakrishnan, C., 2019. Current perspectives on non-conventional heating ovens for baking process—A review. Food and Bioprocess Technology, 12(1), pp.1-15. Available at: https://www.researchgate.net/profile/Pravin-Bhushette/publication/328570602_Current_Perspectives_on_Non-conventional_Heating_Ovens_for_Baking_Process-a_Review/links/5be6d51da6fdcc3a8dcc050e/Current-Perspectives-on-Non-conventional-Heating-Ovens-for-Baking-Process-a-Review.pdf

Driskell, J.E., Salas, E. and Driskell, T., (2018). Foundations of teamwork and collaboration. American Psychologist, 73(4), p.334. Available at: https://psycnet.apa.org/manuscript/2018-23205-004.pdf

Dumford, A.D. and Miller, A.L., (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), pp.452-465. Available at: https://www.academia.edu/download/89694629/s12528-018-9179-z20220815-1-11gd41n.pdf

Faloye, B. and Obateru, O.T., (2021). Virtual Instructional Packages and Pre-Service Language Teachers' Communicative Skills: Empirical evidence from Nigerian Colleges of Education. Faloye, BO, & Obateru, OT (2021). Virtual Instructional Packages and Pre-Service Language Teachers' Communicative Skills: Empirical evidence from Nigerian Colleges of Education. Archives of Business Research, 9(2), pp.33-40. Available at: https://www.researchgate.net/profile/Oluwatoyin-Obateru/publication/351619423_Virtual_Instructional_Packages_and_Pre-Service_Language_Teachers%27_Communicative_Skills_Empirical_evidence_from_Nigerian_Colleges_of_Education/links/60a19011a6fdcccacb5d1d5e/Virtual-Instructional-Packages-and-Pre-Service-Language-Teachers-Communicative-Skills-Empirical-evidence-from-Nigerian-Colleges-of-Education.pdf

Godefroidt, T., Ooms, N., Pareyt, B., Brijs, K. and Delcour, J.A., (2019). Ingredient functionality during foam?type cake making: a review. Comprehensive Reviews in Food Science and Food Safety, 18(5), pp.1550-1562. Available at: https://www.researchgate.net/profile/Thibault-Godefroidt/publication/335310194_Ingredient_Functionality_During_Foam-Type_Cake_Making_A_Review/links/61235361169a1a01031c8072/Ingredient-Functionality-During-Foam-Type-Cake-Making-A-Review.pdf

Harmsen, R., Helms-Lorenz, M., Maulana, R. and Van Veen, K., (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching, 24(6), pp.626-643. Available at: https://www.tandfonline.com/doi/pdf/10.1080/13540602.2018.1465404

Haryono, S., Supardi, S. and Udin, U., (2020). The effect of training and job promotion on work motivation and its implications on job performance: Evidence from Indonesia. Management Science Letters, 10(9), pp.2107-2112. Available at: http://m.growingscience.com/msl/Vol10/msl_2020_19.pdf

Kumi-Yeboah, A., (2018). Designing a cross-cultural collaborative online learning framework for online instructors. Online Learning, 22(4), pp.181-201. Available at: /https://files.eric.ed.gov/fulltext/EJ1202361.pdf

Martin, J., (2019). Building relationships and increasing engagement in the virtual classroom: Practical tools for the online instructor. Journal of Educators Online, 16(1), p.n1. Available at: https://files.eric.ed.gov/fulltext/EJ1204379.pdf

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