Despite being authored in both a different time and place the article On Becoming a Reflective Teacher by Grant and Zeichner speaks to me in 2021 Vancouver. The idea of being a reflecting, questioning and inquiring teacher is a concept I feel is timeless. The idea of constantly seeking to elevate oneself in their profession, refusing to accept falling into mundane routines or functioning through intuition alone stretches through time, place and even across numerous facets of life. No more important is it, however, than in teaching. In observing teachers, whether as students or as teacher candidates, it remains important never to assume that anything came without effort. In another course this year we sought to refute the idea that being a student is equivalent to being a teacher apprentice. For this reason, I would argue that when Grant and Ziechner cite the “thousands of hours” students have spent assessing teachers this figure is somewhat irrelevant (p. 111). The student is not inquiring into the multifaceted approach, the additional elements that go on behind the scenes making the class possible. I concede, however, that as teacher candidates it is possible to apprentice a teacher through observation provided there is an appropriate level of inquiry. This is something that I must make myself aware of as I enter my practicum (p. 113). Moreover, many of the problems that teachers and teacher candidates faced at the time of the publication of this article remain relevant challenges today. As a student in the teacher education program, I could see how it is possible to concern myself too much with seeking to “secure a favorable evaluation” from an instructor rather than achieve the most valuable learning (p. 105). Additionally, the issue of high pupil-teacher ratios, pressure to cover set curricula, and teacher growth being hurdled by the dominant institutional norms all remain challenges in the modern school (p. 108, 109). For this reason the approach to becoming a reflective teacher prescribed by authors Grant and Zeichner remain relevant and can help to inform my teaching decades later.
In what ways does this article help you develop your ideas about teacher inquiry and critical thinking -- both through points you agree with and those you may disagree with?
In the article On Becoming a Reflective Teacher authors Grant and Zeichner explain how and why one should become a reflective teacher rather than one who is routine. The author’s spent a great deal of time discussing what it means to be “reflective” as a teacher, something that helped me better understand what teacher inquiry is. In summary a reflective teacher is one who thinks about the context of the classroom, its place, and considers the advantages and disadvantages of various approaches to addressing issues and situations that arise in the classroom. The authors reference Dewey who defines reflective action as the “active, persistent, and careful consideration” (p. 105) of both the processes and outcomes in the classroom. In many ways this seems to parallel a scientific methodology, something that I can relate to. It involves making observations, drafting methods of solving problems, testing ideas, and considering the results of actions taken. The article further informs my thinking on inquiry and critical thought by explaining that a reflective (or inquiring) teacher should be openminded, responsible for the consequences of their actions, and exercise wholeheartedness (pp. 105-107). The authors provide a sort of roadmap for beginning as an inquiring teacher. As a teacher on practicum, I must be mindful not to assume that the many layers of the classroom such as student routine, classroom management or student expectations came out of thin air. I must acknowledge that I am walking into an environment that has been put together by an experienced teacher, I must understand that the classroom functions because of the actions taken by the teacher before I arrived in the classroom. To truly understand how this classroom came to be I must inquire with the teacher about how the classroom environment was achieved and ensure I understand what tactics went into producing the classroom environment I am walking into. As I enter the profession of teaching, I must remember to remain curious about how I can improve in my profession, I must actively criticize and question when I am falling into routines whether there are ways to improve, to take my classroom to the next level and ensure that I am always pushing my teaching to become better.
No comments:
Post a Comment