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Technology and its impact on teaching and learning
Technology and its impact on teaching and learning
Technology and its impact on teaching and learning
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Introduction
This report critically evaluates an incident, situating it in the context of Gypsy and Traveller education; the group highlighted as the ‘most at risk in the education system ' (DfES, 2003). Teacher professionalism and how this has developed over the preceding decades will be considered, along with the social, economic and political aspects affecting professionalism. Marketisation in the context of education is examined, and it is argued that that marketisation, by its very nature, excludes vulnerable ethnic minority groups; and that this exclusion from education has an impact on an educator’s pedagogy and practise. Marketisation has changed the landscape of teaching and pedagogical practice and arguably the introduction of the
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This ideology was founded on the premise that an occupation ought to have certain features in-order to hold the title of a ‘profession’ (Whitty, 2006; Swann et al, 2010). Whitty (2006) cites that the work of sociologists during the 1950’s and 1960’s sought to establish the set of characteristics that a profession should have, typical examples of these features included: the use of skills based on theoretical knowledge, a code of professional conduct oriented towards the ‘public good’, education and training in those skills certified by examination, and a powerful professional organisation (Millerson, 1964). Occupations such as teaching and nursing, did not meet these strict criteria (Whitty, 2006; Demirkasimoglu 2010), leading to teaching being labeled as a ‘quasi-profession’, and therefore having a lesser status than the aforementioned occupations. Despite this discord over whether teaching should be classified as a profession, several important developments occurred during the 1960’s that raised the professional status of teachers.These included more lengthy periods of study for trainees in 1960 and in 1964 the responsibility for setting the curriculum and teaching methods being laid at the feet of schools, and the educators working within them (Gillard, 2005). Some have referred to this time as the …show more content…
It has been asserted that education became highly politicized from this period onwards, with governments seeking to define new concepts of professionalism, and in doing so, attempting to define the ideals and thoughts of teachers and their work (Swan et al, 2010; Olssen et al, 2004). Prior to the educational reforms of the 1980’s teachers in England exercised a significant degree of control over their work, and enjoyed a sizeable amount of trust from the public (Lefstein et al, 2010). It is claimed that a shift in public trust has taken place as a result of Marketisation (Lefstein et al, 2010; Whitty, 2000; Swann et al, 2008), with the idea as to whether professional workers could, or should, be trusted to act within the public interest being undermined; particularly by those favouring a market economy approach (Swann et al, 2008). Critics of the market orientated education reforms believe that running schools and education institutions on the principles of business, has introduced a ‘new managerialism’ to the teaching profession (Gleeson and Shain, 1999), and this managerialism has led education towards a prescriptive nature, both through professional development requirements and performance management structures (Evans, 2011). Autonomy appears to have given way to accountability (Hoyle and Wallace, 2005; Poulton, 2006).
...management of their educational establishments. Although there are many debates still taking place today on how the education system needs improving or re-addressing, the fact remains that the education acts focused on in this essay, greatly impacted and improved the British education system in terms of the quality of education and equality for pupils.
Professionalism can be defined as the competence of skills and principles of an individual in a profession. A professional must be knowledgeable in their profession, committed to improvement of one’s knowledge and skills, service oriented, covenantal relationships to patients/patrons, creative, innovative, ethical, accountable and a leader. These competencies are essential for a professional to perform and excel in their profession.
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
Apple (2001) finds national testing to be the main culprit for these alternating values. To illustrate this, Apple (2001) takes the value of equity, which, due to the rapid speed of changes in curriculum and assessment makes it impossible to monitor and prove beneficial for all social groups equally (p. 192). As he ironically notes, the combination of neoliberal market and regulatory state works perfectly, but only in a different, distorted reality (Apple, 2001, p. 192). By constantly attacking the “managerial” (Apple, 2001, p. 182) approach in education, Apple (1993) cautions about its infeasibility and potential harm to teacher education; he will not compromise transforming it for the sake of “market practices” (Apple, 1993, p. 235). In this
Professionalism is an adherence to a set of values comprising both a formally agreed-upon code of conduct and the informal expectations of colleagues, clients and society. The key values include acting in a patient's interest, responsiveness to the health needs of society, maintaining the highest standards of excellence in the practice of medicine and in the generation and dissemination of knowledge. In addition to medical knowledge and skills, medical professionals should present psychosocial and humanistic qualities such as caring, empathy, humility and compassion, as well as social responsibility and sensitivity to people's culture and beliefs. All these qualities are expected of members of highly trained professions.
Jackson, B and Marsden, D (1966) Education and the working classes. London: Routledge and Kegan Paul plc.
As a schoolteacher in Edinburgh during the 1930’s there were many rules and regulations that teachers had to adhere to in order to successfully feed the minds of their young pupils. Schoolteachers had more of a responsibility during this period than today because school was the only source of information and education that people could receive. Due to this fact, the government set strict policies and curriculums (and still do) that teachers must follow so that students could grow up to become well round individuals. Miss Brodie seemed to side step, insult or simply ignore some of the curriculum that was given, and teach her students on her own conditions. An example of this is when Miss Brodie is telling the girls that she and Miss MacKay have a radical difference in their principals of education. Miss Brodie has told Miss MacKay that the girls will be equipped with the necessary information needed to pass the end of term exams. After she says this to the headmistress, Miss Brodie says to the girls:
The most important reason public schools provide an excellent education is that teachers are required to be highly qualified and suited for the job. When asked if public schools were a wise investment for the government Barnard answered,” Yes, not every parent [very few in fact] are trained and suited to educate students”” (Barnard). In particular, they must acquire and maintain a license to teach. In order to earn this teaching certification, they must demonstrate proficiency in all basic skills, study their subject area in depth, and learn effective techniques of instructing all kinds of learners. They also are required to get on-the-job training under the guidance of an experienced teacher. They have to motivate students to learn and have a passion for teaching, maintain their license, and continue their own education and training throu...
Professionalism is defined as one's conduct at work. The quality of professionalism is not restricted to those in occupations with high level of education or high earnings. Any worker regardless of their level of education or occupation should demonstrate a high level of this trait (About.com, 2013). Acting professionally at workplace makes others think of you as reliable, respectful, and competent.
It is expected that the profession of teaching embraces many qualities of any other professional practice. Teachers must possess a combination of many qualities beginning with a strong academic background and wide-ranging knowledge. The National Framework for Professional Standards for Teaching (2003) it is the knowledge of students, curriculum, subject matter, pedagogy, education – related legislation and the specifically teaching context that is the foundation on effective teaching, and a firm foundation on which to construct well educated judgments.
Dr Dennis Francis Commonwealth Education Trust Week 1 and 2 “Teacher training or education is something that can be managed by others; Teacher development is something that can be done only by and for oneself” Wallace, 1991.
An effective teacher will excite, inspire and motivate students to be active in their learning, investigate new areas of knowledge and make connections to future learning (Whitton et al 2010). When a teacher is successful, their students are motivated, mutually respectful and ready to build on their knowledge and solve real-world problems. To be a teacher of value, one must have many skills and qualities to cater for a diversity of learners and their individual development; this includes many personal traits that are noticed students.
Professional development, in its most simple definition, is learning opportunities. Under professional development, individuals are open to a wide array of these opportunities in order to gain knowledge and improve. The learning opportunities that make up professional development take up many forms. Conferences that aim to teach new skills and methods, formal pieces of academic material, training methods provided by an external or internal organizations are all learning opportunities through which professional development is attained. Professional development is a continuous process, that requires adapting to new techniques and approaches to improve a person’s technical capabilities.
Individuals who enter the field of education reply to the question why teach with various answers. There is beauty, joy, and fulfillment in this profession, and these spirit-lifting emotions are the result of watching annually as a new group of children enter to learn and leave with the knowledge to achieve. Richard Dufour (2000), author of Why Teach expressed his views on the profession first by stating that teaching is not the career for everyone. He goes on to say, that the education profession has the ability to present the “unique opportunity” for individuals to cast a positive influence upon others (Why Teach, 2000, p.1). The smiles received from a room full of students when as a whole their individual needs, both educational and personal have been catered to, prompts a burst of passion in every teacher.
In the second week of this course we discussed professionalism and our commitment to students. A lot of the sources read during that week addressed why we decided to become teachers, how we would keep our fire for the field of education burning and how our passion and enthusiasm would impact