The Interface Between Issues Arising Within Teaching And The Development Of Pedagogical Practice

Effective teaching involves effective communicating, planning, managing and evaluating the actual process of instructing. Reflective teaching plays a major role in making of informed decision relating to the effective teaching strategies (Mabrina, Church & Tayler, 2010). Through reflective teaching, teachers can be able to do a critical analysis their actions and their decisions. Reflective teaching allows teachers to foresee the impact of the teaching methods and in the process may make relevant changes in improving their strategies. In addition, the teacher gains a deeper understanding by scrutinizing the goals of the teaching practice. According to the DEECD (2009), children’s learning becomes advanced when they experience interactions with highly effective childhood professionals. Application of reflective teaching allows the childhood teachers to promote practices are supported

Pedagogy is a word that is used to describe the art and science of teaching. Pedagogical roles are the many and varied that a teacher may perform while teaching, such as structuring, soliciting, responding and reacting. Other roles involve assessing, criticising, discussing, encouraging, enquiring, evaluating, explain, giving individual instruction, lecturing, organising, presenting, questioning and answering, repeating and reviewing and team teaching and tutoring etc.

Based on my prior knowledge and this week’s resource, I see a little clear why action research can help me address the needs of my students better. This week I have learned the difference between action research/teacher inquiry and education traditional research. Also, I have learned the relationship between action research and teacher professional growth and decision making. Last, I have been able to see what teacher inquiry/action research look like, how they are similar and different.

Research is defined as a ‘systematic, critical and self-critical enquiry that aims to contribute to the advancement of knowledge’ (Stenhouse cited by Grigg, 2015). Critics argue that professional enquiry in the teaching industry is lacking in teachers using action research on a regular basis, which ultimately would improve the quality of teaching (Burgess cited by Grigg, 2015). However, as educational theory is always changing

The features of effective team performance are set out in Brian Tuckman’s phases of team development theory, ‘Forming, Storming, Norming, Performing.’ This outlines the phases that a team will go through in order to become effective and reach maturity. At the ‘Forming’ stage of team development individual roles and responsibilities are unclear and each member of the team is concerned to avoid conflict with each other. From this point the team will go through the ‘Storming’ phase which is when they start to conflict as individuals put forward ideas which will be challenged by others in a bid to gain power and position over others. After this the ‘Norming’ phase follows and it is at this point that individual roles are defined and accepted

Denholm and Watkins (1993) offer several models describing school-based child and youth care (CYC) practice, outlining the various methods by which CYC work operates and is integrated within schools. As is indicated in the description, the position offered is consistent with that of the “alternate program” model, which mostly “occurs in one specific location. The “…building and program are attached to an existing…school”, and the “staff are directly responsible to the school principal. Students in the “program (primarily adolescents) come from within this school population”, and the “child and youth care staff may or may not be direct employees of the school district” (Denholm, Chrest, & Pylypa, as cited in Denholm & Watkins, 1993, p. 85). Hence, within this position I would be a hired member of the school staff of the Foundations for the Future Charter Academy (FFCA) in Calgary Alberta, working alongside other professionals within an interdisciplinary team, answering directly to the school administration within a specific school location.

The author examines four stages of group development that allows the emerging member to discern purpose, role, and collective views. In stage one, dependency and inclusion marks a member’s reliance on the leader or other extroverted members. In stage two counter dependency and fighting is expected as members seek liberation from their leader and strive to merge their goals. In stage three, trust and structure begin as clarity of goals and relationship building take root. In stage four, members have surpassed the hindrances of lower team functioning such as dissatisfaction of roles, and have embraced goal achievement and task accomplishment. In this final stage, “teams are highly cohesive and can expect to be successful” (Wheelan, 2016, p. 29). That said, the author informs

Research, educational and action, are key to the continued improvement of educational methodologies and strategies. Educational research provides theories and pedagogy by organizing “empirical facts” (Johnson, 2012, p. 9). These scientific studies reach peer-reviewed conclusions that can be applied in multiple situations. Action research is more specific and focuses to provide a usable action plan (Johnson, 2012, p. 16).

Through cross-training, another effective training process, team members are able to develop shared mental modes on what is expected from each role in the group and how those roles fit together to form a system. Cross training consists of three different levels: personal classification, position modeling, and position rotation. Of these three levels, we feel that positional rotation would be the best process for preparing the team for a vast amount of uncertain citations. Positional Rotation Training gives members hands-on experience carrying out the responsibilities of their teammates. With a small group of 6 to 8 people, learning each other’s roles would be a minor task that yields tremendous benefits. If everyone on your team knew how to execute the role of every member, the team would never suffer if an indispensable partner was unable to perform his duties. This allows the group to be more flexible and adaptive to a multitude of situations. According to the book Organizational Behavior, written by Jason Colquitt, Jeffery LePine, and Michael Wesson, there has been a significant amount of research on team building practices and it has been found that team building is most effective in smaller groups where there is an emphasizes on the importance of clarifying role

While completing this project I have grown tremendously through not only the support and guidance from my Professor, Dr. Bush, but also my peers. It was so empowering to gain that awareness and understanding of the theories and practices that underlie our pedagogy. It is through that understanding do we gain a sense of what is most important for our students and for our own professional growth. Furthermore, my thinking was pushed when I was asked to participate and join other school colleagues at two conferences that complimented my learning in this project—that is Understand by Design with Jay McTighe and a WestEd, Quality Teaching for English Learners summer institute.

Action learning, in contrast to action research, focuses on the learning and the action does not require the extension of new knowledge in a theoretical sense. In action learning the participants select some issues, analyze them, take some action and say on that action, while Action research is a process by which change and understanding can be pursued at the one time. It is usually described as cyclic, with action and critical reflection taking place in turn. It is commonly done by a group of people, though sometimes people use it to improve their practice. It has been used often in the field of education for this purpose. It is not unusual for there to be someone

Teachers use pedagogical practices so they are able to increase the complexity of a child’s learning and the opportunities of all children to learn and develop in a safe and rich environment for infants and toddlers to explore. Pedagogical practices are the methods teacher’s use to support children so they are able to develop new understandings, skills and increase the complexity of past skills and experiences.

Teaching a specialism of any matter requires the teacher themselves to be competent and confident with their own abilities first. To be a competent carpenter requires lots of experience, dedication and time – without dedication, you will not put in the time and in turn not gain the experience. Hence dedication is a fundamental element, which is expressed to all the construction students at Harlow College, in order for them to succeed. Dedication goes hand in hand with motivation, motivation is developed from enjoyment. Therefore making a positive rapport between student and teacher is a very important because ‘good teacher-student relationships are based on mutual respect. The student respects the teacher for their teaching skills, personal qualities, knowledge and professionalism’ (Petty, 2004) which puts emphasis on the teacher who is at the core of the motivation behind any prosperous student.

Within organisations Action Learning Sets are widely used in the UK National Health Service, in local and national government departments, in community and voluntary organisations, in universities and colleges and in businesses of various kinds.

Timor-Leste is known as post-colonial country, colonized for 450 years by Portugal and 24 years by Indonesia. Due to the human rights violations, massive torture and assassination the so-called ‘Santa Cruz Massacre’ towards young Timorese people on November 12, 1991 by Indonesian military, Indonesia was got pressured by the United Nations and International community to give the rights of Timor-Leste to determine whether or not they want to be a part of Indonesia. In early 1999, the President of Indonesia, B. J. Habibie, announced to conduct referendum with two options the so-called independence and special autonomy zone. On 30 August 1999, the referendum was conducted under the supervision of the United Nations. As a result, the majority of people of Timor-Leste voted to a self-determination with 78% percent. After the announcement of the result, contra-independence people of Timor-Leste (militias) together and Indonesian military, who are assigned in Timor-Leste, ruined the country by devastating and demolishing all important infrastructures across the territory including the university in Timor-Leste (UNTIM). In 2000, Timor-Leste was under the United Nations transitional period, began transforming the name UNTIM to National University of East Timor or Universidade Nasional Timor-Leste (UNTL). As