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Analyse the use of reflective practice in relation to personal and professional development
Summarise theoretical perspectives on reflection in relation to professional development. Kolb and Gibbs
Introduction about teaching experience
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Recommended: Analyse the use of reflective practice in relation to personal and professional development
Transitioning from student to teacher can leave future educators questioning if they are truly prepared to enter into the classroom for the first time. Perhaps most feel confident about the training they received over the principles and procedures that will help prepare them but what happens once they leave the comfort of their mentor teachers and venture off into their career. Often beginning teachers encounter problems related to teaching, students, and the school environment. Unfortunately, a number of them will leave the profession within three to five years due to negative experiences. The ones who choose to stick it out typically will seek ways to enhance what they learned during their teacher preparation courses.
Teachers that remain in the profession are generally required to attend staff development or professional development over the course of the school year. For most teachers this is a waste of time and resources because it is usually some guest speaker who stands up in front of the entire school faculty and staff and talks about their past teaching experiences if any and whatever book they are selling. These are days that could be spent adding value to our teachers and school districts with professional development programs that provide engaging activities and give teachers something to take back to their classrooms. Some research has been done but more is needed when it comes to meaningful professional development for teachers.
Review of Literature
The personal and constructivist conception of teacher education which underlines the growth of personality, the process of becoming a teacher, support of the profession and construction of pedagogical knowledge and skills for creating one’s own idea of teach...
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...(2008). Teacher-candidates' perceptions of schools as professional communities of inquiry: A mixed-methods investigation. The Professional Educator, 32(1), 16-34. Retrieved from Academic Search Complete database.
LaVan, S. (2009). Tough transitions? Mediating beginning urban teachers. Cultural Studies of Science Education, 4(2), 409-432. Retrieved from Education Resource Complete database.
Smart, J. (2010). A grounded theory of behavior management strategy selection, implementation, and perceived effectiveness reported by first-year elementary teachers. The Elementary School Journal, 110(4), 567-584. Retrieved from Academic Search Complete database.
Spilkova, V. (2001). Professional development of teachers and student teachers through reflection on practice. European Journal Of Teacher Education. 24(1), 59-65. Retrieved from Academic Search Complete database.
Wolf, M.A. (2009). The 'Secondary' The Importance of Teacher Professional Development. The Huffington Post. Retrieved from www.huffingtonpost.com.
As the time approached, my attitude toward student-teaching was one of confidence and in some ways overconfidence. I believed that I was equipped with all of the tools necessary to be a superior teacher. Little did I know what truly goes on behind the scenes of a teacher. Between grading papers, attending meetings, and preparing lessons, I would often feel overwhelmed. Still, student teaching would prove to be much more valuable than I anticipated. It would teach me to appreciate the wisdom of mentors and experienced teachers, value or being organized and prepared, and lastly the resilience of students.
166-173). Linda Darling-Hammond (2000) discusses how teacher education has changed and how it has affected our education system (p. 166). The author also notes how even the most intelligent people found it hard to prosper in the field without the right skills and preparation (Darling-Hammond, 2000, p. 166-173). In the article, she presents how post baccalaureate programs are carefully structured, versus alternative routes which can be no more than backup employment options. Darling-Hammond (2000) also addresses how it becomes difficult for aspiring teachers to learn both subject matter and pedagogy (p.
Sisson, Jamie Huff. "Making sense of competing constructs of teacher as professional." Journal of Research in Childhood Education 23.3 (2009): 351+. Academic OneFile. Web. 16 Nov. 2011.
As teachers, we are often expending more of our energy than is necessary by not taking time to implement a more comprehensive approach toward behavior management. In many cases one will need only a few of these strategies in place to create a positive behavioral support plan.
professional learning communities on teaching practice and student learning. Teaching and Teacher Education , 24 (1), 80-91.
Dillon, J., Maguire, M. (2007) Becoming a Teacher: Issues in Secondary Teaching. Third edition. England: McGraw-Hill.
The PD program does increase the capacity of faculty because we learn new strategies for learning and engaging learners. By looking at data, faculty is able to align their instruction to the school’s vision and mission. Twice a month (at least) all faculty attend the Professional Learning Communities (PLC) training workshops. These are geared towards instruction, district initiatives, and student achievement. Professional Development is provided for teachers to assist them with the required materials to guarantee all students obtain highly quality instruction.
In today’s society, teachers are faced with ongoing challenges and need to be equipped with a range of teaching options and strategies so they are able to make the best possible decisions in their lessons. A teacher needs to be equipped to make appropriate decisions and consistently reflect on their effectiveness. This essay explains how professionalism, teacher reflection, decision making, classroom management, effective questioning and adhering to the constructivist model of thinking are all elements contributing to a valued professional in today’s society.
As an education major at State College, I’ve decided to become a teacher for several reasons. As I progressed through elementary, middle, and high school, many of my teachers were great role models for me. This has inspired me to become a role model for someone in the near future. My love for science and math has also influenced my desire to teach and make a difference in a child’s life. I want to teach students the subjects that I love so much. I want the feeling that I helped a child accomplish or learn something they couldn’t understand. One of the main reasons I want to become an educator is because I feel education has really lost teachers who truly love teaching and those who truly love teaching and those who have the desire to make a difference. I feel I can really help make a difference in the education world and bring back the love to teach.
Another factor considered in this study is the professional development of teachers. Professional development of teachers is a strong factor that enhances teachers’ knowledge and learning. A number of studies have reflected that the said factor is imperative to a positive change of every individual that seeks development professionally.
...o expand knowledge of subject matter is through read books, journals, and magazine, participate in professional development activities and attend conferences. The value of participating in professional associations and organization helps teacher to move towards expertise to become engaged, active, and passionate and connect to their students (Laureate Education, Inc., 2009). As the teacher enhance and grow in the professional development can have a greatly impact on student learning, “Expert teachers know more than novices and organize that knowledge differently, retrieve it easily, and apply it in novel and creative ways” (Garmston, 1998). Therefore, there is such a significant value of participating in professional development through joining association or organization to help teacher to grow in expert in teaching and making an impact on student learning.
Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve oneself.
Teaching is a daunting task that I do not intend to take lightly. Becoming a teacher has been a dream of mine for several years. I always knew that teaching would be the career for me, especially when I began working in the school system as a substitute secretary. I loved working in the school environment; coming in contact with children everyday made me realize how much I would enjoy teaching a classroom full of students.
In recent years, the cliché image of a teacher has come under attach. Research has shown that teachers often work in an isolated setting in which they are considered experts in their specific area; however they often lack the support and equipment needed to do their jobs effectively. As a result, to the inadequate working environment new teachers often leave the profession within the first five years. These conditions often exist because the educational system fails to prepare our teachers with the proper tools and experience needed to do their job well (U.S. Department of Education, 2010).