Teacher Ideology Essay

Teacher ideology
The relationship between teacher ideology and teaching is a salient one, where both must be intrinsic, to reduce the appearance of pseudo. The personal beliefs of a teacher can function as an asset or an impediment to many students, especially regarding classroom behaviors and student expectations. As Darder et al. (as cited in Bartolome´, 2004) explains,
…In addition to understanding ideology as a societal level phenomenon, [Ideology must also] be understood as existing at the deep, embedded psychological structures of the personality. Ideology more often than not manifests itself in the inner histories and experiences that give rise to questions of subjectivity as they are constructed by individual needs, drives, and passions, as well as the changing material conditions and social foundations of a society (p. 8).

Ideology is neither neutral nor un-bias, however, it can be curbed and exemplified in a fashion that is advantageous to the educational needs of students. Mrs. Smith provided

Furthermore, Bartolome´(2004) suggests, …there is…an urgent need to identify effective counter-hegemonic orientations and pedagogical interventions that work to neutralize unequal material conditions and biased beliefs (p.3). Mrs. Smith’s opened the lesson with a simple question, “What is an example of something you use to reflect who you are,” yet contained in that question is a powerful underlining message that can resonate with students as they seek to make sense of the world around them. Her approach enabled conscious reasoning and individual contributions to shape the learning environment. She in no way pressed her ideals on her students and validated their various responses to the question, with positive acknowledgments and often elaborated a student’s reply to make sure it was captured