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EDFD462 Transition into the Profession

Assessment Task 1

S00138455
Laura Butler

Research and Development


The essay below aligns with my developing Individual Teaching Philosophy in
relation to the research undertaken that reflects my values and beliefs as a
pre-service teacher. This will continue to change as I grow as an educator
through my research and implementation within classrooms in the Primary
School setting.
As a developing educator, adapting an approach to teaching that works
alongside beliefs and values is critical in the success of the learner and the
teacher throughout their schooling. Through the transition of teacher
education into becoming a registered teacher in schools and beyond, the
individual teaching philosophy that reflects who you are as an educator, will
constantly change over time and therefore needs to be in-depth and focused
(Boyd, Glascott & Crews, 1998). A particular pedagogy that encompasses
methods of teaching that are reflected within the teaching philosophy and
moves from a teacher focus to a student focus, is student-centered teaching,
also known as learner centred education. It is within student-centered
teaching that responsibility for curriculum is shared and skillful questioning
is required to arouse curiosity, extend thinking, create debate, empower,
encourage risk-taking and scaffold thinking (Nesin and Lounsbury, 1999;
Brodhagen, 2007; Brough, 2012, p. 348). It is through research where
student-centred curriculum integration has demonstrated its benefits for
students that include achievement and engagement, in particular within the
middle years (Mckinnon et al. 1991; Hardwood and Nolan, 1999; Nolan and
McKinnon, 2003; Milne, 2007; Brough, 2012). In addition to teaching
methods,

the

involvement

of

the

family

and

the

community

has

demonstrated to be an effective tool in the motivation and enthusiasm of


students within and outside the classroom. Sheldon & Epstein (2002) note in
their research the results suggest that creating more connections and
greater cooperation among the school, family and community contexts may
be one way for schools to improve student behavior and school discipline
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EDFD462 Transition into the Profession


Assessment Task 1

S00138455
Laura Butler

(p. 4). Furthermore this paper will outline the benefits for students and
teachers through co-teaching and how it promotes equality throughout the
school (Murphy & Martin, 2015). These key topics are outlined within the
individual teaching philosophy and demonstrate core beliefs and values that
are central to the teacher.
The ability to engage all students within lessons is an ever-challenging
experience that all educators face. However by connecting to students
interests through topics and activities that speak to them, allow students the
opportunity to open up and grow as a learner (Seglem & VanZant, 2010).
Involving students in the decision making and allowing them to discuss their
learning freely, in regards to their own learning and the school in which they
do so, demonstrates a democratic environment. In the research that Brough
(2012) presents, it outlines that by using such practice (student-centered
learning) it aligns with the United Nations Convention on the Rights of the
Child (1989), which states within Article 12 that the children have the right
to say what they think should happen when adults are making decisions that
affect them and to have their opinions taken into account (p.345). By
allowing students voices to be heard by giving them choices in areas such as
their reading we empower them, allowing them to find their rightful places
in the classroom and to see beyond a label written on a piece of paper
(Seglem & VanZant, 2010, p.47). Children can become frustrated rather than
merely challenged within the classrooms, especially if their interests and
needs arent taken into account. This can cause short and long-term
consequences that can occur from these experiences including loosing their
enthusiasm for learning itself (Elkind, 1988; Glascott & Crews, 1998, p.232;
McDonald, 2014). Therefore to ensure a successful education for all students,
student-centered teaching practices provide opportunities for intellectual
engagement, a sense of responsibility, relationships based on respect and
purposeful communication, which are all core factors within a personal
teaching Philosophy (Dangel, Guyton, & McIntyre, 2004).
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EDFD462 Transition into the Profession


Assessment Task 1

S00138455
Laura Butler

Possibly one of the greatest ways to ensure students have a successful


education within primary schooling is to involve parents/ families and the
community within their learning journey. Jeynes (2011) notes how evidence
demonstrates the importance of parental involvement and that it may be
one of the greatest ways to help at-risk children (p.39). The learning of
sustainability practices provides a basis for this, where students, their
families and the community can be involved in a holistic approach to their
education. Not only do they develop wellbeing, ownership and responsibility
but they also engender a sense of regard for local places and community
that they are involved in (Green & Somerville, 2015, p. 841). Partnerships
with not only those within the school but also parents and the community are
an essential part of integrated sustainability programs (Green & Somerville,
2015). The program creates an outreach for students, providing them with a
sense of belonging, which is crucial especially for those who are new or are
not yet comfortable within their surroundings. Salter (2015) for example
shows in the research undertaken and examined, that developing a wholeschool sustainability program can have positive impacts on students
knowledge about ways they can care for the environment and attitudes
towards school environmental activities (p. 1). Furthermore by involving
parents and families in the community engagement of sustainability
practices, they can encourage students interest and create a solid and
beneficial school-parent relationship (Salter, 2015).

Whilst school-parent relationships are beneficial and crucial within a childs


education, teacher-teacher relationships can also aid in the foundation and
development of an engaging and successful learning environment (Jeynes,
2011; Green & Somerville, 2015). It is common for students with learning
disabilities to deter from classroom discussions or putting themselves in a

EDFD462 Transition into the Profession


Assessment Task 1

S00138455
Laura Butler

place of vulnerability as Seglem and VanZant (2010) found with their


students Katie, Marcus and Mariela. Although this was the case, their
research into co-teaching showed that it aids in increasing grades and peer
status in addition to enabling students to mold their individual strengths
into powerful learning experiences for the class (Seglem & VanZant, 2010,
p.41). However, some teachers view collaborative planning and shared
decision-making as a loss of power/control within the classroom and for
themselves as educators (Nesin & Lounsbury, 1999; Fraser & Paraha, 2002;
Brough,

2012).

By

teachers

adopting

new

practices

and

working

collaboratively with other teachers, either in their grade level or within the
school such as mentoring programs provides an opportunity to try new
things whilst questioning and consolidating their practice in addition to
taking risks (Brough, 2012). A study that Nilsson conducted suggested that
collaboration activities such as co-planning, co-teaching and co-reflection;
provide important opportunities for preschool teachers to enhance
their self-confidence and to improve their attitudes towards science while
developing deeper understandings of science content, which in turn,
supported the teachers to reframe their teaching in ways that helped to
stimulate their students curiosity about scientific phenomena
(Murphy & Martin, 2015, p.
279).
As shown through this research this style of teaching can be implemented
through a variety of subjects and areas within the school benefiting not only
the teachers but all who are involved.

The research presented within this paper reflects a range of methods and
practices that are core aspects within a personal teaching philosophy.
Becoming a Primary School Teacher is not only a challenging and ever4

EDFD462 Transition into the Profession


Assessment Task 1

S00138455
Laura Butler

changing position that requires consistent reflection and evaluation but also
a noble profession that requires the respect that involves shaping and
molding the students to become life-long learners (Boyd, Glascott & Crews,
1998). It is through the critical analysis and adaption of key teaching
methods such as student-centered teaching that provides the basis for a
classroom focused on inquiry and the excitement of discovery and growth
(Brough, 2012). The impact that teachers have on students lives is why it is
not only important to create an inclusive and equitable environment for the
students but also for the parents/caregivers and community (Salter, 2015).
Through the involvement of parents/caregivers, the community and working
along-side other teachers, students develop a sense of belonging and
wellbeing within their life that has renowned effects on their motivation and
enthusiasm for their learning within and outside the classroom (Green &
Somerville, 2015). Furthermore it is through the development and reflection
of a personal teaching philosophy where teachers can show their growth,
understanding and respect for the choice of becoming a life-long learner and
teacher.

References
Boyd, B. F., Glascott, K. P., & Crews, N. N. (1998). Issues in Education: A
Teaching Philosophy:
Rhetoric or reality? Childhood Education: Routledge, Taylor & Francis
Group, 74 (4), 232-233.

Brough, C. J. (2012). Implementing the democratic principles and practices of


student-centred
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EDFD462 Transition into the Profession


Assessment Task 1

S00138455
Laura Butler

curriculum integration in primary schools, The Curriculum Journal,


23(3), 345-369.

Dangel, J. R., Guyton, E., & McIntyre. (2004). Constructivist pedagogy in


primary classrooms:
Learning from teachers and their classrooms. Journal of Early Childhood
Teacher Education, 24(4), 237-245.

Green, M., & Somerville, M. (2015). Sustainability education: researching


practice in primary
schools. Environmental Education Research, 21(6), 832 845.

Jeynes, W. (2011). Help families by fostering parental involvement. The Phi


Delta Kappan, 93(3),
38-39.

Murphy, C., & Martin, S. N. (2015). Coteaching in teacher education: research


and practice,
Asia-Pacific Journal of Teacher Education, 43(4), 277-280.

Salter, Z. (2015). Impact of whole-school education for sustainability on


upper-primary students
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EDFD462 Transition into the Profession


Assessment Task 1

S00138455
Laura Butler

and their families. Environmental Education Research, 31(2), 1-2. DOI:


10.1080/13504622.2015.1118617.

Seglem, R., & VanZant, M. (2010). Privileging Students Voices: A co-teaching


philosophy that
evokes excellence in all learners. The English Journal, 100(2), 41-47.

Sheldon, S. B., & Epstein, J. L. (2002). Improving student behavior and school
discipline with
family and community involvement. Education and Urban Society,
35(1), 4-26.

United Nations Convention on the Rights of the Child (1989) (UNCRC)


'Your rights under the UNCRC' United Nations Children's Fund (UNICEF)
Youth Voice website:
http://www.unicef.org.au/Upload/UNICEF/Media/Our
%20work/childfriendlycrc.pdf (accessed 24/03/16)

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