Class notes - week 32
inspirational quote |
“Reflection as a slogan for educational reform also recognises that the process of learning to teach continues throughout a teacher’s entire career, a recognition that no matter what we do in our teacher education programmes, and no matter how well we do them, at best, we can only prepare teachers to begin teaching.”
Carlgren, I., Handal, G. & Vaage, S. (Eds.). (1994). Teachers' Minds And Actions: Research On Teachers' Thinking And Practice. London, UK: The Falmer Press. |
reading 1 (pgs 12-14) |
Source:Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf
"Professional growth is envisioned as an odyssey whose purpose is not knowledge in an abstract sense but knowledge of a very personal and purposeful nature."
"formal education becomes a laboratory for developing improved practice"
"Professional growth is envisioned as an odyssey whose purpose is not knowledge in an abstract sense but knowledge of a very personal and purposeful nature."
"formal education becomes a laboratory for developing improved practice"
reading 2 |
At this point I realise this is a reading that I came across as part of my literature review two months ago, which shows I was on the right lines I guess.
further reading
further study contacts
thoughts
Reflective practice is powerful but what is also powerful is the need to create a space where reflection can occur in a meaningful way.
The point of HAVING TO reflect as part of this course has been helpful and once I established a rhythm and method of recording my reflections weekly on this blog, it became much easier. What is written here is merely the recording of my musings which might have occurred as I was reading a required reading, watching a TV programme and mulling things over on a car journey. I am certain that all teachers reflect; I'm unsure whether they record this reflection. Furthermore, the practice of engaging with others in the online community offered a certain anonymity and freedom to the reflection which might be restricted by having to undertake that in the workplace. In some ways, it is easier to express your thoughts to strangers than to people who you work with.
With regards to the idea that 'formal education becomes a laboratory for developing improved practice' - I have always struggled somewhat with the concept that teachers use students somewhat as 'guinea pigs' for testing. I consider that just as in the health model where there are ethical considerations and committees, perhaps we need a similar process in education that focuses on the educational outcomes of Teacher Inquiries. Teachers should be able to select their own area of study but we should centrally collate and compare using a considered set of performance criteria. With my own study, I have identified that 'student agency' certainly offers a greater level of engagement and apparently therefore a greater level of performance. However, I was unsatisfied with the program as I had not introduced sufficient measures and controls to ensure those who were not engaged through the 'agency' were scooped up in a safety net. Consequently, Term 3's agency programme will need a series of milestones and checkpoints to ensure a catchall approach.
The point of HAVING TO reflect as part of this course has been helpful and once I established a rhythm and method of recording my reflections weekly on this blog, it became much easier. What is written here is merely the recording of my musings which might have occurred as I was reading a required reading, watching a TV programme and mulling things over on a car journey. I am certain that all teachers reflect; I'm unsure whether they record this reflection. Furthermore, the practice of engaging with others in the online community offered a certain anonymity and freedom to the reflection which might be restricted by having to undertake that in the workplace. In some ways, it is easier to express your thoughts to strangers than to people who you work with.
With regards to the idea that 'formal education becomes a laboratory for developing improved practice' - I have always struggled somewhat with the concept that teachers use students somewhat as 'guinea pigs' for testing. I consider that just as in the health model where there are ethical considerations and committees, perhaps we need a similar process in education that focuses on the educational outcomes of Teacher Inquiries. Teachers should be able to select their own area of study but we should centrally collate and compare using a considered set of performance criteria. With my own study, I have identified that 'student agency' certainly offers a greater level of engagement and apparently therefore a greater level of performance. However, I was unsatisfied with the program as I had not introduced sufficient measures and controls to ensure those who were not engaged through the 'agency' were scooped up in a safety net. Consequently, Term 3's agency programme will need a series of milestones and checkpoints to ensure a catchall approach.