EDED 11404:Professional Knowledge in Context[Type the document title]

Rachael Clancy: S0231729

My Teaching Philosophy

Knowledge about education is constantly

changing, subsequently; teaching is a lifelong
learning journey. My emerging teaching
philosophy therefore will inevitably construct and
deconstruct over time, as I experience and
develop new understandings about learning and
teaching over time. My teaching philosophy has
supported me in constructing my professional
teaching identity, something that is essential
before embarking on my new career in education. It will be a useful tool for guiding my
teaching, as I continue to monitor, adapt my pedagogy, reflect on my core values and
beliefs, and set professional goals that will help me improve and grow as a teacher. My
philosophy has been informed by contemporary research and theorists and has been
shaped by my own experiences as a student, parent and teacher.

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Learners: my understanding of children and how they

learn.

To have a positive impact on those we teach we need to

create opportunities and experiences that give children
the voice, agency and power they deserve. In times past,
the resonant image of a child as incapable and vulnerable was a firmly held belief by
many. A more contemporary and realistic image of children; one that views children as
active agents in their learning, who bring with them a rich diversity of prior experiences
into the classroom (Groundwater-Smith, Ewing, Le Cornu, 2011) is one that reflects my
own understanding of a child.

This contemporary image of a child is influenced by theorists such as John Dewey, Lev
Vygotsky, Jerome Bruner and Maria Montessori, and reflected in current frameworks
such the Early Years Learning Framework (EYLF) and the Australian Curriculum
(ACARA). For example, the EYLF (2009) promotes play-based learning, in which
children organise and make sense of their social worlds, as they engage actively with
people, objects and representations, likewise, ACARA (2016) promote equity for all
learners and view children as active citizens, suggesting, teachers implement student led
and collaborative inquiry activities particularly in the areas of History and Social
Sciences.

Professor Carla Rinaldi, world leader in the Reggio Emilia approach to learning and
teaching in the early childhood years, states “our image is a child who is competent in
constructing; in constructing his or herself while constructing the world, and who is in
return constructed by the world” (Rinaldi, p. 16, 2013). This approach embodies
something, which I regard as fundamental. Children should be seen as competent,
capable individuals, who are connected to others and who are in a constant state of active
learning. Therefore, I will facilitate children’s learning in my classroom by providing
experiences that are challenging and engaging for children and allow children

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opportunities to actively construct their learning through their own initiative,

collaboration, exploration and relationships.

Morrow, (2011) states that in educational policies, “children are mainly understood as
learners and citizens in the making ‐ adults in preparation. The focus is, in the main, on
their educational outcomes. I think It is important to note, while these are inherently
conducive to teacher satisfaction, I believe that our role as teachers today are much
complex and humanistic.

Family and Society.

A social-cultural and constructivist perspective

guides my understanding on how children develop
and learn. Vygotsky (1978) as cited in
Groundwater-Smith et al. (2011) suggests that
social and cultural interactions are imperative to
cognitive development. So too, the developmental
theory formed by Uri Bronfenbrenner’s (1979) a
cited in Arthur, Beecher, Death, Docket & Farmer, (2008) echoes the importance of a
child’s environment in influencing how they grow and develop. In accordance with the
theorists above, I know that children are greatly impacted by the world around them and
subsequently, due to their complex and diverse lives, as they enter the classroom, they
will bring with them a variety of prior knowledge, understandings, skills and mindsets.
Importantly, teachers should be aware of how surrounding micro (immediate family
surroundings) and macro (cultural group) systems have shaped every student in the
classroom.

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The globalising world and migration has shaped Australia into one of the most culturally
diverse countries in the world. This cultural and linguistic diversity is reflected
throughout our community and our schools. Diverse cultures, students with impairments,
disabilities or those at a disadvantage can all be seen participating in an increasingly
inclusive and diverse school system. Particularly, students from lower-socio economic,
ESL and Aboriginal backgrounds are according to statistics at a clear educational
disadvantage. In the Midwest region, specifically many students from Aboriginal
backgrounds that struggle to achieve positive outcomes in education. As teachers I
believe we can help to reverse this social pattern. Diversity, to my mind, should be
valued, encouraged and embraced as it has many positive attributes within a society.

Chris Sarra (2014) founder of the Stronger Smarter Institute strongly advocates that
having high expectations for Aboriginal students has a significant effect on students’ self-
esteem, engagement, attendance and learning. Creating a classroom climate that
encourages high expectations for respect of cultural diversity is a strategy recommended
by Harrison (2013) and Sarra (2015) as an effective way to ensure student engagement
and a sense of belonging. I agree with Sarra (2015) and Harrison (2103) in so far as, high
expectations for all students despite their background, is vital for achieving learning
outcomes. Moreover, being culturally competent, and creating classroom climate that
values, acknowledges and supports diversity will be part of my ongoing teaching
practice.

When parents value education there is a flow on effect for children. Working together
with students and their families, therefore will be vitally important in achieving effective
learning outcomes for a diverse range of students. Consequently, I will strive to establish
positive relationships with my students, their families and the wider community. I will
invest time in getting to know my students’ history, and socio-cultural background and
appreciate how this may have shaped their attitudes and circumstances today. It is our
role as teachers to share with families and our communities the amazing qualities,
strengths and potential all children have in our classroom. In addition to establishing
equitable expectations that address individual students needs, I will communicate

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students’ achievements to assist them in developing a positive

self- concept and a confidence in their capabilities.
Curriculum, Pedagogy and Assessment

To teach confidently and competently, teachers need and range

of skills in planning, designing and implementing classroom
programs. Furthermore skills in evaluating these programs and
identifying, analysing and assessing learning are essential to
effective teaching and learning. Good teachers consider both what to teach and how to
teach it so that teaching and learning is worthwhile for all students. (Cruickkshank et
al.,1999, cited in Whitton, 2009). Due to the complex nature of teaching and learning,
however, there is no one approach that will ensure that learning is always occurring in the
classroom. Approaches, to teaching today will need to be flexible and adapted to suit a
diverse range of learning needs and styles.

I believe that in order to maximizes both student and teacher achievement and
satisfaction, teachers require knowledge in the following areas: the community in which
the school is situated, the school environment in which the teaching and learning is taking
place, the individual students and the curriculum. As previously stated, knowing the
community in which you are teaching and working together with parents, students and
other teachers will help to ensure learning experiences are meaningful and provide
opportunities for all student to achieve success in some way.

Curriculum development takes place on national, state and school and classroom level.
The core curriculum that I will teach will be guided by ACARA and the specific state and
school-based syllabus that is already in place. My presentation of curriculum will
consider the social, cultural and academic needs of my students and link these to the
mandated content in ways that provide meaningful, real-life and authentic activities. My
previous teaching experiences have revealed to me, that students who view their learning
as meaningful and who are shown how this learning can translate into their real-world
experiences are more engaged and learn more. To this end, the process of collaborative

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learning, founded on constructivist principles, also suggests that individuals create

meaning using their prior understanding to make sense of new experiences (O’Donnell et
al., 2012). Consequently, my pedagogy will consist of various intended collaborative
hands on, student led and inquiry based learning experiences that will allow students to
construct knowledge together.

According to Davis and Dargusch (2010) it is essential that the curriculum intent is
aligned with assessment and that the learning journey and formative assessment strategies
are devised to ensure students are able to achieve expected learning outcomes by the end
of the unit. Echoing these thoughts my assessment will inform my planning and ensure it
is interlinked with my intended curriculum outcomes. Importantly, it will be designed in
a way that will give students a clear understanding of their learning outcomes and provide
opportunities and scaffolding to help students achieve these. For example, providing
graphic organizers, self-editing activities, and age appropriate rubrics to communicate
expectations. Inherent in my practice will be ongoing verbal and written feedback to
students. Encouraging, specific and constructive feedback is essential to communicate
with students where they are at and what the need to do to achieve the intended
outcomes.

My assessment practices will align with curriculum outcomes, however I will endeavor to
consider all my students preferred learning styles and make assessment as authentic as
possible. To this end, I will embed a wide range of formative, summative and cumulative
strategies such as observations, oral and visual presentations, and hands-on inquiry that
will involve students immersed in challenging and meaningful activities. Some key areas
of focus within my pedagogy will be fostering creativity, higher level thinking,
cooperative and social and emotional learning (SEL) in my students. These skills will be
fundamental for students to develop in our ever changing a postmodern world.
To this end, frameworks such Edward De Bono’s Six Thinking Hats and Anderson and
Krathwohls’s revised version of Blooms taxonomy will used to assist in extending and
refining new knowledge. Additionally, my pedagogy and assessment will provide
opportunities for students to develop SEL, including positive habits of mind, with the

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intention of helping students to be successful learners in whatever circumstances they

encounter. (Marzarno & Pickering, 1997)
Roles of an Educator

“Teaching is a critical profession. A teacher influences every person who goes on to

further study, training or employment. Teachers have been prominent people in at least
the formative years of the lives of all the state’s citizens. The quality of their work
matters in ways matched by few professions” (Ramsay, 2000, cited in Whitton, p.49,
2009)

Echoing the statement above, I am aware of the tremendous power we have to make a
child feel good about themselves, I’m also aware of the deleterious effect, negative
school experiences can have on a child’s future wellbeing. At its core, teaching is a
socially responsible profession that requires a teacher to have many attributes that are
guided by equity and integrity. Ayers, (1993) states “we cannot teach someone entirely
outside of our capacity for empathy or comprehension” and concludes that “On the other
hand, sustained interest in and deep knowledge of another person is in itself an act of
love, and a good preparation for teaching”.

To this end, I consider my role as a teacher to be an ethical one, which supports and
nurtures the wellbeing of every student in my classroom. I will endeavor to build
connections with my students, show understanding and empathy and value and the social
and cultural capital each child brings into the classroom; I will also model and hold high
expectations for student behavior and learning achievements. In my classroom guidance
approach will be embedded to encourage the development of self-regulation, respect for
others, joint problem solving and ethically and socially just behaviours (Gartrell, 2005, as
cited in Arthur, Beecher, Death, Dockett & Farmer, 2008). Furthermore, some of the key
attributes I will continue to develop in my teaching profession are: The ability to build
good relationships, a good sense of humour, flexibility and perseverance, as I believe
these to be essential in surviving life as a teacher.

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Managing Dilemmas

Globalisation, has spread many new contexts and options throughout the educational
profession. Due to changes in technologies, social structures, student identities, and
workplace reform an educator’s role is becoming more complex and fraught with ethical
dilemmas (Groundwater-Smith, Ewing &, Le Cornu, 2011). Standarised testing, for
example is currently causing a conflict of professionalism for many teachers. Personally,
I acknowledge that these tests ultimately inform areas that require funding and urgency
within the educational sector; however, I am concerned about validity and the negative
effects they may have on our students. Although I would always adhere to school
policies and state mandates, I will advocate in the future for more realistic, inclusive and
equitable ways of gauging what students know and can do. This would better reflect my
personal teaching philosophy.

Woodrow and Fasoli (1998) believe that by adopting a critical stance, we have the
potential to overcome the challenges, and take advantage of the opportunities presented
by change. I agree, that ongoing critical reflection of my teaching practice will be
necessary in dealing with such dilemmas. Moreover, I believe it will be fundamental if I
am to continue to better serve my students and myself. Monitoring my own wellbeing
will also be vital if I am to teach children effectively in learning. When transferring this
knowledge into the classroom, I think both self-esteem and self- concept are
indispensible for quality teaching, as how we see ourselves often reflects on how we are
seen.

In conclusion, teaching is a challenging, emotional, psychical and intellectual profession.

It is a powerful profession that has the ability to shape the world. Everyone has that one
teacher who has left a lasting impact, who has changed your life as a student. I want to be
that teacher, one that empowers students to succeed. A teacher that strives to foster
academically rich, meaningful and engaging experiences for all students. I hope to inspire

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students to become problem solvers, imaginative and creative thinkers and active citizens
that value and respect themselves, others and the world in which they live.
References:

Australian Government Department of Education, Employment and Workplace

Relations. (2009). Belonging, Being & Becoming: The Early Years Learning Framework
for Australia. Canberra: Commonwealth of Australia.

Australian Curriculum assessment and reporting authority (2016). History Overview,

Rationale. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-
social-sciences/history/rationale

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2005). Programming and
planning in early childhood settings (3rd ed.). Melbourne, Vic: Thomson.

Ayers, W (1993) To Teach: The Journey of a Teacher. Retrieved from

http://www.cwu.edu/teaching-learning/sites/cts.cwu.edu.teaching-
learning/files/documents/ToTeach_TheJourneyofaTeacher,%20William%20Ayers.PDF

Davis, S. & Dargusch, J. (2010). In Lynch, D. and Knight, B., (Eds), The Theory and
Practice of Learning Management. Pearson Education, Frenchs Forest NSW

Department of Education, Employment and Workplace Relations (2009). Educators:

Belonging, Being and Becoming: Educators Guide to the Early Years Learning
Framework for Australia. Retrieved from http://www.deewr.gov.au/early-years-learning-
framework.

Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2011). Teaching: Challenges and

Dilemmas, Melbourne, Australia: Cengage Learning.

Harrison, N. (2013) Teaching and Learning in Aboriginal Education (2nd ed.). Oxford
University Press, Victoria, Australia

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Marzano, R.J. & Pickering, D. J. (1997). Dimensions of learning: Teacher’s manual.

Colorado, USA: McREL.

Morrow, V. (2011). Understanding Children and Childhood. Centre for Children and
Young People. Retrieved from
http://epubs.scu.edu.au/cgi/viewcontent.cgi?article=1027&context=ccyp_pubs

O’Donnell, A. M., Dobozy, E., Bartlett, B.J., Bryer, F., Reeve, J., & Smith, T.W. (2012).
Educational Psychology: Working with Peers ((2nd ed.). John Wiley & Sons Australia
Ltd.

Rinaldi, C. (2013). Re-imaging Childhood; The inspiration of Reggio Emillia education

principles in South Australia. Retrieved from
https://www.decd.sa.gov.au/sites/g/files/net691/f/reimagining-childhood.pdf

Sarra, C.(2014). Australian Government. Stronger Smarter Institute. Strong and smart:
Reinforcing Aboriginal perceptions of being Aboriginal at Cherbourg State School.
Retrieved from http://strongersmarter.com.au

Whitton, D. (2009). Learning for teaching. South Melbourne, Vic.: Cengage Learning
Australia.

Woodrow, C. & Fasoil, L (1998). Change and criticism: Thinking critically in EarIy
ChiIdhood Collaboration. Australian Journal of Early Childhood, v23 n1 p40-44.
Retrieved from http://eric.ed.gov/?id=EJ564394

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