A Critical Analysis of Own Approach to Reflective Practice and Exploration of Potential Continuing Personal and Professional Development (CPPD) By Michael Smallman What is reflective practice? According to Jennifer Moon (1999: p63), it is "a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind". It is my intention to give a detailed examination of reflective practice, both in my own approach and also in general terms. The analysis will cover what I feel is beneficial in how I apply reflective practice, and how it plays such a vital role in classroom management. I will also discuss Continuing Personal and Professional Development (CPPD) and why it is important for every teacher to ensure that their individual progress is regularly maintained.
This means finding relevant training courses and other means of development, such as mentoring and coaching from sources within my organisation. How do you identify and prioritise personal learning needs? National competency standards and qualifications can be used to assess my own knowledge and skills and determine professional development needs and priorities. Competency standards outline the skills and abilities required for my current position. These competencies can be generic or industry specific.
This strategy can help teach the concept of writing academic summaries, which are essential to incorporating sources in argument essays. Instructional strategies should include presenting clear objectives to the students, allowing students some way to capitalize on their learning styles, and encouraging students to build on their own experience and
Written Assessment and Practical Tasks (Section 4) Managing your career Q1: One of your aims will be to complete the Diploma qualification. Ideally, it is best to manage this training, as well as other professional development activities which will enhance your learning and development. You will need to do the study whilst competing with other demands. Review the Professional Development Template in the Appendix. A1: Transfer details of units of competency you are currently studying into the template and identify your proposed start and completion dates.
The humanism conceptual framework is evident in the principles of the New Zealand Curriculum Framework (NZCF), whereby the teacher has the flexibility to develop classroom programme in accordance of the learning needs and styles of the students, and the acknowledgement that individual students will develop their essential skills to different degrees and at individual rates (MOE, 1993, pgs. 7, 17). Doyle (1990) sees this teaching approach as one which the teacher is knowledgeable about the ways that people learn and grow and involves working on developing a personal teaching style by examining individual attitudes and
Master Knowledge and Skills Students will: Demonstrate advanced knowledge, skills and values appropriate to their chosen discipline.Demonstrate the ability to work as individual researchers/scholars and in collaboration with others. Demonstrate the ability to be creative critical thinkers and to apply new technologies appropriate to their chosen discipline. Master Communication and Dissemination Students will: Be required to demonstrate advanced oral and written communication skills appropriate to their chosen discipline. Demonstrate global perspectives appropriate to their chosen discipline. Master Leadership and Social Responsibility Students will: Comprehend and practice
SOCIAL WORK EDUCATION, VOL. 19, NO. 4, 2000 Re¯ ection on action: the process of helping social work students to develop their use of theory in practice TERRY FISHER & JON SOMERTON Abstract Over the years, college and practice-based social work teachers have been expected to help social work students to relate or integrate theory and practice, to transfer knowledge and/or to be a reflective practitioner. This paper first seeks to unpick and clarify what integrating theory and practice actually means and then goes on to suggest a model for exploring the use of theory in practice which a practice teacher could use with students in supervision. The context At the time of writing, the professional social work qualification in the United Kingdom is the Diploma in Social Work.
1.) Teaching is concerned with what teachers are able to control – their own behaviour – and this behaviour is pre-planned. 2.) The pre-planned behaviours are determined by the teacher’s professional knowledge, which guides the teacher in selecting appropriate behaviours. It is the application of this specialized body of professional knowledge and knowing why it works that makes teaching a profession.
My Road to Teaching: Reflections on Diversity Jeremy Robert Pease Kings College Abstract As I prepare to enter the classroom as an educator, a study of my understanding of diversity is an imperative part of the process. This paper is a reflection of my journey through this evermore diversifying world in which I find myself a part. It will include the sharing of experiences from my past that have helped to formulate my present. This paper will continue with the development of my personal statement of diversity as I view it. And finally, it will conclude with my thoughts on approaching this subject within the classroom, along with ideas on how to enlighten my students to the reality of diversity (cultural and otherwise) and to embrace the benefits of its existence.
They monitor students learning with questions. Information of students and education is the information of beliefs of growth and education, such as accepting that teachers, in high schools have the tendency to be self-centered, looking at the world from their own viewpoints and often overlooking the visions of other people. Knowledge of the profession involves an understanding of social, historical, philosophical, organizational and lawful parts of teaching, together with the power to continue to learn. Professional knowledge lets teachers to make the split-second decisions vital for teaching. Professional was requires an importance of own decision-making factors swaying teachers decision-making are goals, from professional knowledge and contacts.