Conceptualising Teacher Education

Mindmap for USYD

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Conceptualising Teacher Education by Mind Map: Conceptualising Teacher Education

1. Challenge

1.1. What do students and schools represent? Where does the power lie?

1.1.1. How to shift education to a public good rather than a private commodity?

1.1.1.1. The current state of systemic schooling is breeding inequalities

1.1.1.2. What long term social impact will such a shift have on the wider community?

1.1.2. Students are more than banks teachers deposit knowledge into. What is more important - meeting curriculum or developing students as whole, well-rounded citizens?

1.1.2.1. Based on standardised testing, what is more important for teachers?

1.1.3. Evidence: Based on an individuals personal experience they can come into teacher education with taken for grated views of power/authority (Britzman 2013)

1.1.3.1. Through self reflection and critical analyses these can be deconstructed

1.1.4. Observation: Teachers still very much hold an authoritative stance

1.1.4.1. How can I enforce respect and encourage self-directed learning without employing such tactics?

1.1.5. Are schools disciplinary or relational sites? (Smyth & Robinson 2018)

1.1.5.1. Do these have to exist in a binary fashion?

1.2. The gap between theory and practise. How can I minimise this in my own teaching?

1.2.1. Observation: Still very behaviour management focussed in systemic schooling

1.2.1.1. Teachers constantly reminding children to face the front, sit on bottom, do not run in halls, focus on task, don't talk

1.2.2. Evidence: Learning as script or learning as design? (Crick, Goldspink & Foster 2013)

2. Extend

2.1. Schools have the capacity to breed inequalities (Francis & Mills 2012)

2.1.1. Observation: Vastly different in resources available between Bellevue Hill, Rooty Hill and own school

2.2. Deconstruct the socially constructed view of teaching (Briztman 2013)

2.2.1. Evidence: Students have experiences approx 13 000h of teachers (Briztman 2013)

2.3. Support student learning rather than study behaviour management strategies

2.3.1. Observation: Still behaviour management focussed in systemic schooling

2.3.1.1. Teachers constantly reminding children to face the front, sit on bottom, do not run in halls, focus on task, don't talk

2.3.2. Evidence: the need to shift schools from disciplinary sites to relational and child developmental sites (Down, Smyth & Robinson 2018)

2.3.3. Evidence: the power of adopting a student centred stance in education (Dover & Schultz 2018)

2.3.3.1. Observation: The words of the principal and practises she has implemented at Rooty Hill indicated this

2.4. Schools have a pedagogical and educational task rather than an instructional task (Biesta & Miedema 2002)

2.4.1. Evidence: Teaching and learning are a package deal and dependant on one and other. Effective pedagogy sits in the middle and bridges them for peak effectiveness (Loughran 2013)

2.4.2. Observation: At Rooty Hill the students write their own reports based on self-reflection to develop self-analyses skills

2.4.2.1. This is an example of the schooling system creating well-rounded and critically thinking citizens

2.5. Effective Pedagogical Strategies

2.5.1. Observation: Chants, verbal cues, body language, movement choice, flexibility, adaptability

2.5.1.1. Observations: different levels of engagement under different teaching methods. Yr7 Science @ Rooty Hill Vs Classes at Bellvue Hill

2.5.2. Evidence: The importance of adaptability in the classroom (Vaughn et al 2016)

3. Connect

3.1. Value of reflection and self analyses

3.1.1. Evidence: Teaching concerns coming to terms with one’s intentions and values, as well as one’s views of knowing, being, and acting in a setting characterised by contradictory realities, negotiation, and dependency and struggle. (Britzman 2013 pp. 31 )

3.1.1.1. Personal Experience: As an ex-professional athlete I'm very familiar with reflection and evaluation of my own actions/mindset and how these affect performance. I am ready to tackle teaching in the same format.

3.2. Link between self-efficacy and motivation (Schunk 1991)

3.2.1. Observation: Learning Centre @ Rooty Hill

3.2.1.1. Personal Experience: As an ex-professional athlete I can relate to self-efficacy and motivation

3.3. Value of collaboration (Kuntz et al 2013)

3.3.1. Observation: Bellvue Hill teaching styles vs Rooty Hill Yr 7 Science

3.3.1.1. Personal Experience: Professional athletes have an endless support team and I watched them collaborate to ensure the best outcomes for our performance. Teaching is the same with the student taking the place of the athlete.

3.4. Welcoming unwelcome truths (Mockler & Groundwater-Smith 2015)

3.4.1. The importance of teachers being able to accept constructive criticism for the benefit of all students.

3.4.1.1. Personal Experience: As an ex-professional athlete the only way to improve is through critique. I will tackle teaching in the same format.

3.4.2. Observation: Yr7 Science @Rooty Hill

4. Take Action

4.1. View teaching as complex and problematic

4.2. Use all aspects of teacher education that have extended, challenged and connected with my view to become a quality pre-service teacher

4.3. Recognise that many concepts are not binary in nature and exist on a spectrum. Often the most effective practises will include different elements of concepts.

4.3.1. Eg: Schools are both disciplinary in the sense that students can learn respect, but they are also relational as they are spaces for students to grow into whole and well rounded community members.

4.4. Using PEX has an opportunity to grow and develop my own thinking and ideas

4.4.1. Observe and critically analyse these findings

4.5. Keeping up to date with present and relevant literature