1. Identity
Understanding Ourselves as Teachers
- To reflect on your own decision to become a teacher
- To compare your personal values with the statements developed by the Teaching Councils
- To develop insight into our identity and work as a teacher
- To identify general aims which you hold for your pupils' learning
- To identify individual value-positions
- To identify value commitments and ideologies through consideration of educational policy statements
- To analyse dimensions of our ‘selves'
- To enhance your awareness of how social situations impact on your sense of self
- To adopt a courageous approach to risk-taking in our teaching and to understand the fears underlying our beliefs about barriers to change
Knowing Children and Young People as Pupils
- To explore one of the features of 'growing up': the mulitple and sometimes contradictory expectations that different people have of children and young people
- To identify how children feel about themselves in a school context
- To find out young people's criteria for a 'good teacher'
- To find out children's views on school
- To begin to construct a biographical understanding of a pupil
- To attempt to 'get into the shoes' of your pupils in order to try to understand aspects of their culture from the inside
- To understand our perceptions of 'pupils'
- To develop your knowledge and understanding of children's peer cultures
- To consider the influence of relationships in home, playground and classroom on the sense of identity and learning of a child
- To identify some needs of a selected number of children in one's class and to establish an order of priority
- To review the learning of a pupil in the light of Susan Hart's Framework for Innovative Thinking
- To encourage children to evaluate themselves and to review their work
- To provide an opportunity for children to analyse the teaching they experience
Notes for Further Reading
Research Briefings
Diagrams and figures
- Figure 1.1 (a) Professional values across the islands of Britain and Ireland
- Figure 1.1 (b) Professional values across the islands of Britain and Ireland
- Figure 1.2 Year 7 friendship groups
- Figure 1.3 Perspectives of Year 7 friendship groups
- Figure 1.4 Maslow's hierarchy of needs
- Figure 1.5 A framework for innovative thinking
- Figure 1.6 Social influences on learners through a school career
- Figure 1.7 Mediating mechanisms for achievement of the wider benefits of learning
