Freire's Characteristics Of The Teacher As A Learner

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Freire’s philosophies concerning teachers learning, teaching, and reflecting on the process are cyclic in nature. He interwove theory, practice, and reflection into being an effective educator. Freiree quoted Francoss Jacob when he wrote “We are programmed, but to learn” (2005, p. 124). Freire had much to say about theory and practice, urging teachers to step away from their everyday world and observe closely and critically what is happening in that realm in order to renew one’s curiosity, what he referred to as “thinking the practice” (p. 140). Within this thinking about the practice, one begins to practice better. In addition to the practice, one must add scientifically-backed theory. Critical reflection of both the theory and practice illuminates the need for additional learning in order to begin the cycle again. Characteristics of the Teacher as a Learner Learning must begin with the teacher accepting the role of a learner by being willing to study and by being willing to apply oneself to becoming a professional educator, well prepared, and relentlessly endeavoring to advance one’s practice (Frere, 2005). As teachers apply themselves to becoming learners, then they can more aptly educate others. Teachers should not overlook professional preparation; however, they must also consider part of their efforts in scholarship to be constructing relationships with their students. In developing relationships with learners, Freire suggested spending time talking and listening to students in order to get to know them and to gain their participation in class. That admonition has been incorporated into practice by numerous other educators. While many of the strategies in Tom Daly’s book were simple classroom management tips (2013)... ... middle of paper ... ...imensions of reflection: A conceptual and contextual analysis. International Journal of Progressive Education, 1(3), 58-77. Paul R. (1995). Critical thinking: How to prepare students for a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking. Shor, I. (1986, November). Equality is excellence: Transforming teacher education and the learning process. Harvard Review, 36(4), 406-426. Smith, M. K. (2001, 2013). Chris Argyris: theories of action, double-loop learning and organizational learning. In The encyclopedia of informal education. Retrieved from [ Zeichner, K. & Noffke, S. (2001). Practioneer research. In V. Richardson (Ed.). Handbook of research on teaching (4th ed., p. 298-300). Washington, D.C.: American Educational Research Association.

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