Response to The work and artistry of teaching, Fraser (2012).

In this chapter, Fraser unpacks the essential traits required of effective teaching. The distinction is
made, and supported by the view of Palmer (1998), that teaching cannot just be reduced to technique.
This chapter has significance for me as pre-service teacher in regards to the way that education
philosophies are moving away from the routinised technical disposition of teaching, as discussed by
Thornton, (2006). We need to understand what the opposite looks like in practice. The opposite is
defined by Thornton as responsive (2006). This could also be defined as engaged, aware, present, or
committed.

This reading has taught me that an effective educator practices ongoing reflection, shows acceptance
of all cultural identities, teaches with passion, creates meaningful learning experiences, and is reflective
in their practices. It is about knowing each individual student and having high expectations of their
standard of work. They are responsive with their teaching pedagogies; knowing how to teach the
content in a way they know their students will understand. Responding appropriately and intuitively to
situations as they arise. A responsive educator has the skill and desire to grow and develop students,
challenging them to take risks and push boundaries along the journey (Fraser, 2012).

From reading this chapter, and in conjunction with Thorntons writing on responsive educators, I am
beginning to grasp a far deeper understanding of what it means to be a responsive educator.
Ultimately, this is preparing me better to fulfill the BTI graduate profile as I complete the final leg of my
teacher training.

References
Fraser, D. (2012). The work and artistry of teaching. In C. McGee & D. Fraser (Eds.), The professional
practice of teaching (4th ed., pp. 55-75). Palmerston North,New Zealand: Cengage.

Thornton, H. (2006). Dispositions in action: Do dispositions make a difference in practice? Teacher

education quarterly, 33(2), 53-68.