A Large Part Of Being A Responsible And Evolving Educator Is

A Large Part Of Being A Responsible And Evolving Educator Is To Become

A large part of being a responsible and evolving educator is to become what is called a “reflective practitioner." This means educators must always take time to stop and reflect upon what they have done so they can identify areas in which to improve. Prior to writing your journal entry, read Chapter 6: History of Schools in Education and Chapter 16: Succeeding in Your Teacher Education Program, and Beyond in your Introduction to Teaching: Making a Difference in Student Learning textbook. In this journal entry you will reflect upon what has been discussed thus far in this course. Identify the level of education in which you wish to serve (early childhood, elementary, middle school, high school, adult). Elaborate on your feelings about how the discussions in this course thus far match your qualities and characteristics to serve in the education field. Has your desire to become an educator increased or decreased since the beginning of this course and what has sparked that change?

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In the ongoing journey of becoming an effective and responsible educator, reflective practice stands as a fundamental element. The concept of a "reflective practitioner," emphasized throughout my coursework, underscores the importance of continuous self-evaluation and critical reflection as tools for professional growth and improved student outcomes. This approach encourages educators to analyze their teaching practices, understand their impacts, and seek areas for development, thereby fostering an evolving professional identity that aligns with the dynamic nature of education.

Drawing from Chapter 6: "History of Schools in Education," I gained a deeper appreciation for the historical evolution of educational systems and how past pedagogical shifts inform current practices. Understanding the origins and transformations within education has allowed me to recognize the importance of adaptability and resilience in teaching. It also highlights the importance of cultural responsiveness and inclusivity, lessons learned from historical contexts that remain vital today.

Chapter 16: "Succeeding in Your Teacher Education Program, and Beyond," further reinforced the significance of preparation, persistence, and passion in the journey to becoming a professional educator. The strategies discussed for succeeding in teacher education programs, such as active engagement, seeking mentorship, and continuous learning, resonate with my personal qualities of diligence and curiosity. These qualities are essential for navigating challenges and sustaining motivation in the complex field of education.

Throughout this course, I have reflected on the qualities and characteristics necessary to serve effectively in the educational landscape. My intrinsic empathy, patience, and enthusiasm for lifelong learning align well with the expectations of an educator dedicated to making a positive impact on students’ lives. I also recognize areas for growth, particularly in classroom management and differentiated instruction, which I aim to develop through ongoing reflection and professional development.

Initially, before starting this course, my desire to become an educator was fueled by a passion for inspiring young minds and making a difference in their lives. Since engaging with the coursework, my resolve has strengthened, and my clarity about the educational level I wish to serve has become more defined. I have discovered a particular interest in middle school education, where I believe my energy, creativity, and patience can foster a nurturing and motivating learning environment.

However, I also feel a heightened awareness of the challenges inherent in the teaching profession, such as addressing diverse student needs and managing classroom dynamics. These realizations have made me more committed to ongoing professional growth and reflective practice. My motivation has been sharpened by understanding the profound impact an effective teacher can have, not just academically but also in shaping students' confidence and social development.

In conclusion, my experiences in this course have solidified my aspiration to become a dedicated and reflexive educator. I am motivated by the belief that reflection and continuous improvement are vital for professional excellence. My passion for teaching has been renewed, and I am eager to embrace the ongoing journey of learning, growth, and making a meaningful difference in students' lives.

References

• Feiman-Nemser, S. (2012). Helping teachers learn. Harvard Graduate School of Education.
• Connelly, F. M., & Clandinin, D. J. (1999). Stories of experience and narrative inquiry. Educational Researcher, 28(5), 2–14.
• Loughran, J. (2002). Effective reflective practice. Journal of Teacher Education, 53(1), 33-43.
• Darling-Hammond, L. (2010). The Flat World and Education. Teachers College Press.
• Zeichner, K., & Liston, D. P. (2013). Authentic Teaching: Learning Through Inquiry. Routledge.
• Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
• Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, Experience, and School. National Academy Press.