Context of Education (EDU 100) Themes: What does it mean to be a teacher? Course Main themes Min...

Get Started. It's Free
or sign up with your email address
Rocket clouds
Context of Education (EDU 100) Themes: What does it mean to be a teacher? Course Main themes Mind Mapping (Guest Speaker Deborah Hicks, February 25, 2014) by Mind Map: Context of Education (EDU 100) Themes: What does it mean to be a teacher?  Course Main themes Mind Mapping (Guest Speaker Deborah Hicks,  February 25, 2014)

1. An Educator’s Identity: A Noble Calling/ Who am I as a Teacher?

1.1. Sociological Perspective: Schools are the agents of socialization , and universities are expected to prepare educators for the real world teacher profession. (Education and Diversity: framing the issues, CP)

1.1.1. Consensus Perspective: schools are organized structures that bring order, equilibrium and stability

1.1.1.1. Durkheim an Parsons see schools have a Structural functional role through a conservative or liberal-democratic approaches and they see society as meritocracy

1.1.2. Interrogative Perspective: schools are places for political and power struggles

1.1.2.1. Conflict theories

1.1.2.1.1. Cultural reproduction theory Cultural capital and cultural habitus traits are basis in social inequalities by Bourdieu, Passeron and Bernstein

1.1.2.1.2. Economic reproduction theory Capitalism and labor force reinforces existing class based ineqalities by Bowles and Gintis

1.1.2.2. Critical theory

1.1.2.2.1. Inequalities are built into the schools systems (curriculum, assessment, seating etc) and are necessary for change and reform within society.

1.1.3. Personal Reflection: I need to be certified in Alberta to teach in Alberta Schools and Canadian classrooms

1.2. Historical Perspective:

1.2.1. Pedagogy, content and technological Knowledge (TPACK) developed with my education,, experience and and thought development (Intersubjectivityl- Schutz Theory).

1.2.2. Perseonal Reflection: My past experience with bullying made me acknowledge the importance to the role of educators in building tolerant environments.

1.2.3. Alberta Teacher's Association (ATA) affiliation that defines and regulates the profession of a teacher.

1.2.3.1. Mark Yurik's Presentation and handouts (History, purpose of the ATA and its functions ( Yurik presentation and Handouts Jan 23, 2014)

1.3. Philosophical Perspective: My Philosophy of Teachology includes the principles and underlying ethics towards my profession as a teacher.

1.3.1. Teaching theories (Chalk video,)

1.3.1.1. Behaviourism

1.3.1.2. Existertialism

1.3.1.2.1. discovery learning approach implemented in Math cirriculum

1.3.1.3. Progressivism

1.3.1.4. Perennialism

1.3.1.5. Social Reconstructionism

1.3.2. Ongoing Personal and Professional Development "What kind of Teacher do I want to be?"

1.3.2.1. Reuirements:

1.3.2.1.1. Reflective practice is method for critical approach and problem solving with constant re-evaluation of methodologies to improve the teaching practice (Peters, 1991).

1.3.2.2. Responsibility and Rights:

1.3.2.2.1. Students must understand what who they are what are their rights and responsibilities ( Guest Speakers EDEL staff Doug Gleddie and EDSE on Jan 16, 2014)

1.3.2.2.2. Realizing the reality and demand of the profession because about 25% of teachers leave the profession within the first 5 years of teaching. ( Guest Speaker Dr. Randy Wimmer, Jan 9, 2014)

1.4. Self Reflection: A a pre-service teach I hold the view that I am the nurturer of the learning spirit within every student. I mus also provide equitable access to good quality education without any discrimination or biases. I hold a constructivism approach to student learning because I believe that student construct. And because I believe students are diverse with backgrounds, learning and needs, such that each student is unique, my teaching philosophy is Eclectic mostly a combination of progressiveness (student construct their own knowledge) and existentialism (Students have choice in the learning) (Martain & Loomis, 2007)

2. Institutional Contexts & Professional Responsibilities /What is expected of me?

2.1. Social Perspective:

2.1.1. A Conflict - culture reproduction- theory prevails in the history of Institution contexts as in Alberta the residential schools were socially constructed to subordinate aboriginal people,as well in Germeny camps were constructed to control and eliminate Jews and Eugenics in Alberta made sure that less "socially" favorable traits are passed on.

2.1.2. Truth and reconciliation committe discussion provided the impact of Indian residential school on aboriginal people and current generations with identity confusion and addiction

2.1.3. Learning theories:

2.1.3.1. Cognitive

2.1.3.1.1. learning happens when information is transfered from working memory to long term memory

2.1.3.2. Behaviourism

2.1.3.2.1. Skinner: Mind is a black box is filled by knowledge that we absorb "our actions and thoughts are conditioned"

2.1.3.3. Constructivism

2.1.3.3.1. Students construct their own knowledge through interactive learning and experiences and the teacher is there only to direct and guide students to inquire, collaborate, , reflect and engage

2.2. Historical Perspective:

2.2.1. Feminism enters into education as a result of economical and social status of women Mc Queen sisters (teachers) in B.C refused to sell their intellectual labor for low wages (Sager,2012 )

2.2.2. Development of Education in Canada and its institutionalization ( formal education) under provincial regulation ( Canada is the only country where Education is not governed by a federal department. Education in Canada has either public ( Anglo or bilingual) or private ( mainly, catholic but other religious affiliation exist) (Guest Speaker Frank Peters, February 6, 2014)

2.2.2.1. The School Act

2.2.2.2. The Education Act

2.2.2.3. The Klein government introduces reforms in and privatization of education with Capitalism competitiveness and income disparities (Kachur & Harrison 1999)

2.2.2.3.1. Private schools funded by public funds.

2.2.2.3.2. Entry of business into classrooms K – 12.

2.2.2.3.3. School Fees that reintroduce inequality.

2.2.3. Eugenics in Alberta (Guest speaker Rob Wilson)

2.2.3.1. Residential schools

2.2.3.2. Sterilization.(Sexual Sterilization Act 1928)

2.2.3.2.1. eliminating undesired traits (feeble-mindedness)

2.2.3.3. Missionary schools

2.2.4. Holucost

2.2.4.1. The Keegstra case (Hare,, 1990)

2.2.4.2. “Keegstra’s Children,” (Lee, 1985)

2.3. Philosophical Perspective:

2.3.1. Reality of education is different than how it is taught in the Video Changing Education Paradigms(Robinson, 2010)

2.3.1.1. The change with teacher roles with higher expectations of them because education has shifted towards inclusion

2.3.2. How and why do teachers monopolize teaching , and who does it effect "side blinding the curriculum"

2.3.3. Neoliberal vs. Postmodern Socialist Model of Canadian Education

2.3.3.1. Assumes that excellent education leads to a greater economy

2.3.3.2. Emphasize on education, science and technology knowledge

2.3.3.2.1. Strives to emphasize on learners as consumers and prodùcers of technology based knowledge `preceptor learners

2.4. Personal Reflection: As a professional teacher I must question the impact of my values and world view on the quality of education and the identity of the learner. My teaching style should not be directed so that student would adopt my views blindly but rather my teaching style should nourish the learning inquiry spirit of the learner.

3. Social Life & Politics of Education: DifficultTasks & Conflicts / What are my challenges?

3.1. Philosophical Perspective:

3.1.1. Hidden cirriculum

3.2. Social Perspective:

3.2.1. Social Justice in the Classroom

3.2.1.1. Inclusion

3.2.1.1.1. prohibiton of dicrimination based on

3.3. Historical Perspective:

4. Inspiring Opportunities: What Difference can I do?

4.1. Inspiring Education is Inspiring Minds Ministerial Order on Student Learning 2012 (Alberta Education)

4.1.1. Philosophical Perspective: Inspiring Education, foresees the reform of education influenced by the trend in depending more on technology and preparing for, teacher for this future. Changing education from teacher-directed to student-directed learning, a shift in the curriculum ( Guest Speaker Brent McDonough on :April 3, 2014)

4.1.2. Social Perspective:

4.1.2.1. Through the consensus perspective teaching should be structured to bring inclusion and where teachers need to promotes education that fosters learners who are:

4.1.2.1.1. engaged thinker

4.1.2.1.2. ethical citizen

4.1.2.1.3. entrepreneurial spirit

4.1.2.2. Teachers need to foster resiliency in students in a positive way “Childhood Resilience: Review and Critique of Literature,”( Howard, S., Dryden, J. & Johnson, 1999).

4.1.2.3. Teaching Quality Standards Class Handout

4.1.3. Historical Perspective:

5. References: • Atleo, Marlene. (2013).The zone of Canadian Aboriginal adult education: A social movement approach. In Nesbit, Tom, Brigham, Susan M., Taber, Nancy and Gibb, Tara (Eds.), Building on critical traditions. Adult education and learning in Canada, pp. 39-50. Toronto: ON: Thompson Educational Publishing • Anuik, J. (2012). “What and why do I want to know?”: Locating the spirit in a first-year inquiry class. Antistasis, 2(1), 1-4. (CP) • Coates, K. S., & Morrison, B. (2011). I. A student’s guide to university. In Campus Confidential: 100 startling things you don’t know about Canadian universities. Toronto: James Lorimer & Company Ltd., Publishers, 17-29. (CP) • Peters, J. (1991). Strategies for reflective practice. New Directions for Adult and Continuing Education, no. 51, Fall 1991 • Sager, E. W. (2012). Women teachers in Canada, 1881-1901: Revisiting the “feminization” of an occupation. In S. Z. Burke & P. Milewski (Eds.), Schooling in transition: Readings in Canadian history of education. Toronto, ON: University of Toronto Press. (CP) • Kachur, J. L., & Harrison, T. W. (1999). Public Education, Globalization, and Democracy: Whither Alberta? In Contested Classrooms, Edmonton: University of Alberta Press /Parkland Institute. • Barakett, J. & Cleghorn, A. (2007). “The School as an Informal System of Socialization” in Sociology of Education: An Introductory View from Canada. (CP) • Paul Clarke (2012): Freedom of Religion and Postsecondary Education in Canada: Resolving Competing Claims, Religion & Education, 39:2, 02 July 2012, 189-201. (ER) • Teacher Quality Standard Applicable to the Provision of Basic Education in Alberta (May 14, 1997) http://education.alberta.ca/department/policy/standards/teachqual.aspx • Hare, W. (1990). Limiting the Freedom of Expression: The Keegstra Case, Canadian Journal of Education / Revue canadienne de l'éducation, Vol. 15, No. 4 (Autumn, 1990), 375-389. (ER) • Lee, Robert Mason (May 1985). “Keegstra’s Children,” Saturday Night Magazine. • Core Reading: Wallace, Janice (2007). “Inclusive Schooling and Gender." In Education for Social Justice: From the Margins to the Mainstream. Canadian Teachers’ Federation. • Reynolds, Cynthia (October 31, 2012). “Why are Schools Brainwashing Our Children?” Maclean’s Magazine, October 31, 2012. (ER) A critique of social justice education and follow-up discussion. http://www2.macleans.ca/2012/10/31/why-are-schools-brainwashing-our-children/ • Ghosh, Ratna (2008). Racism: A Hidden Curriculum. Education Canada, Fall 2008, Vol. 48 Issue 4, 26-29, 4 pages. (ER) • Walton, G. (2004). “Bullying and Homophobia in Canadian Schools,” in Journal of Gay & Lesbian Issues in Education. 1(4), pp. 23-36. (ER) http://login.ezproxy.library.ualberta.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=qth&AN=13596220&site=ehost-live&scope=site • Alberta Education. Bullying Prevention http://www..education.calberta.ca/teachers/safeschools/bullying-prevention.aspx • Davies, Scott & N. Guppy (2010). Chapter 6, “Unequal Student Attainments: Class, Gender, and Race.” (CP) • Isaacs, Julia B. (February 2008) International Comparisons of Economic Mobility in Getting Ahead or Losing Ground: Economic Mobility in America (editors: Haskins, Isaacs, Sawhill. Brookings Institute, 9 pages. (ER) • Alberta Teachers’ Association (2006). “Professional Code of Conduct” and “Declaration of Rights and Responsibilities for Teachers” in Members Handbook 2006. Edmonton: The Alberta Teachers’ Association. http://www.techers.ab.ca/Publications/Other%20Publications/Members-Handbook/Pages/Index.aspx • Howard, S., Dryden, J. & Johnson, B. (1999). “Childhood Resilience: Review and Critique of Literature,” in Oxford Review of Education, 25(3), 307- 323. http://login.ezproxy.library.ualberta.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=2245036&site=ehost-live&scope=site