Pledges, such as the Hippocratic oath, are important promises professionals exchange with their profession, and more importantly themselves, regarding future actions. Subsequently, I believe the teaching quality standards to be an oath of teachers for continued growth and student centrality to all practices, particularly I believe fostering effective relationships and career-long learning to be the cornerstones of the standards.
Interestingly, as pointed out during group discussions (EDUC 556, 2018) physical artifacts representing effective relationships, despite their importance, were hard to display due to their intangible nature. Gehlbach, et al (2012) further supports these thoughts stating that despite the importance of school relationships,
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Brookfield (1995) points out that through personal self-reflection we become aware of our assumptions and reasonings for how we work or why we do things (p.29) During practicum, an important routine involved quietly reflecting on my lessons and recording unadulterated points before actively seeking out partner teacher feedback. Interestingly, Özek et al (2012) highlight that feedback, while extremely useful, can have a built-in bias and may not deliver guidance for all facets of practice. (p .72) Consequently, I understand this to mean that merely seeking out feedback without personal reflection result in rejecting or adopting a peer’s feedback without understanding why it was suggested. Overall, I believe fostering effective relationships and engaging in career long learning produce powerful feedback loops through which remaining competencies are strengthened. For example, invoking indicators of fostering relationships and career-long learning, such as including evidence-based research and creating welcoming learning environments, professional bodies of knowledge are further developed through multiple lenses highlighting potential strengths and areas of
There are five core propositions that are the base for skilled teaching. Proposition one is “teacher are committed
The Australian Professional Standards for Teachers provide a framework, which clearly identifies the knowledge, practice and professional knowledge necessary to achieve each standard in a teacher’s career. The Standards aim to enhance all students learning outcomes by providing key indicators of teacher quality to assist the preparation, support and progress of teachers (Board of Studies, Teaching and Educational Standards [BOSTES] 2014). This essay will examine the Australian Institute for Teaching and School Leadership (AITSL) Standard One: “Know students and how they learn” (2011, p.3) by comparing and contrasting the expectations of a graduate and lead teacher. There are six focus areas within Standard One and each area clearly defines
After reading the classic and modern Hippocratic Oath, it is my contention that the modern vision is still applicable today. First of all, I appreciate the humility of the oath because this oath reminds physicians that they are caring for people not just illness: “I will remember that I do not treat a fever chart, a cancerous growth, but a sick human being, whose illness may affect the person's family and economic stability” (Tyson, 2001). Sometimes, patients get lost in the shuffle of medicine; they are much more than an illness and need to be treated as such. Patient centeredness is reflected in this oath.
As a graduate teacher it is important to understand the standards that underpin the whole of the teaching profession. The Australian Professional Standards for Teachers (the Standards) came about after extensive evidence was put forward by the Melbourne Declaration on Educational Goals for young Australians in 2008 to say that Australia needed to improve its teacher quality in order to be considered as a world-class country in education (Teacherstandards.aitsl.edu.au, 2014). The key elements of what constitutes quality teaching make up seven standards and are broken down into the three domains of professional knowledge, professional practice and professional engagement.
In Hippocrates’ Oath, he states that he will pass his knowledge of medicine on to those who seek to enter the “Art” and to use his knowledge in order to help those who suffer from a sickness and when doing so, he will not bend to corruption or bribery. It can be believed that his Oath is still relevant in today’s medical field because the main points of the Oath can and are applied in the modern day. Hippocrates’ main point in the Oath is to only use medicine to help those who need it and to not partake in any actions that are dangerous to their clients. Many doctors believe it is for their best interest to do what by all means necessary for the patient. For example, society believes that it is not very kind to judge someone based on their body image. Nowadays, people promote that not everyone needs to be a size two, but rather enjoy the body they’ve been given. Doctors may see society’s view on supporting obesity as a way to avoid serious
Both the Hippocratic Oath and Principles of Medical Ethics of the American Medical Association focuses on giving full benefit to the patient. However, there are some major differences between the oath and medical ethics of American Medical Association on various subjects such as patient’s rights, duties of physicians towards the benefit of the society etc.
Reflection, as explained by Moon (2013), is the process of looking back on an event or experience and thinking about it and learning from it. Reflection, which is learning through experience, is not a new concept. As humans, we naturally reflect on our surroundings and experiences on a day to day basis in order to make sense of them. (Norman, Vleuten and Newble, 2002). In a professional context, reflation is vital for a practitioner to learn and improve their practice. By using their own experiences, practitioners are able to analysis, and in turn, adapt or improve specific areas of practice
These relationships help manage our emotions through constant interaction and provides an open line of communication whenever or wherever it may be needed. However, this poses a question; can humans survive without interpersonal relationships? According to the online scholarly article titled: “Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice” we emphasize just how critical and essential the perks obtained through these relationships are. Through these relationships we “theorize the concepts of academic morality on the strong and healthy relationships students establish” (Martin, 2009). Through interactions and through the successful and unsuccessful relationships we develop throughout our lifetime, we accumulate
One reason for Reflection being used is to give practitioners the chance to change an aspect within their setting, which they feel can be improved in order to help the development of children within their practice. Reflective practice is about improving practice and coming up with theories to support the improvement (Holmes, 2011, p.7). Reflective practice using critical reflection will allow the practitioners to identify what they do well and what they need to improve on within their Early Years settings. It can also give practitioners the opportunity to develop their professional identity, and work at improving their working environment (Forde et al, 2006, p.65, 66). By allowing practitioners the chance to improve their working environment, it can have a huge influence on the children and their development within the Early Years. For example, a teacher looking back and being reflective over their lesson, will allow them to make amelioration for when they teach that lesson again, thus leading to further learning development of the
the values, commitments and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as educator’s own professional growth. Dispositions are lead by beliefs and attitudes connected to values such as caring, fairness, honesty, responsibility, and social justice. (p. 53)
Rimm-Kaufman, Sara. “Improving Students’ Relationships with Teachers to Provide Essential Supports for Learning.” American Psychological Association. May 2012. Web.
Reflection is a key element of the human learning process. It can be used to justify aspects of practice and legitimise the knowledge gained from it, as opposed to traditional forms of learning.
In this lesson, all three dimensions of the Quality Teaching Framework [QTF] are used to ensure pedagogy that promotes intellectual quality, a quality learning environment and ensures the significance of their work is known to students (NSW Department of Education and Training [DET], 2003). To guide my practice in meeting the needs of the students within this class, I have focused on substandards 1.4, 1.5, 1.6, 3.1, 3.5, 4.1, 4.3, and 5.2 from the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership [AITSL], 2011).
Reflection is a key part of our personal development plan that is significant from both academic and employment perspectives. It investigates and someway measures our present level of skills and knowledge by looking back to reflect our latest performance and monitoring future improvements (Gallagher K., 2013, p. 23-24).
Goodlad, J. I., Sirotnik, K. A., & Soder, R. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass, Inc. Gushee, M. (1984). The Species of the World Student discipline policies, p. 12. 5.