Final Paper
TE 807 - Prof Development & Inquiry
Summer 2015
Summer 2015
Standard 3: Understanding and use of theoretical perspectives and conceptual frameworks to situate and analyze Issues and problems of practice and policy
Thoughtful, accomplished teachers understand and flexibly use and apply different theoretical lenses, conceptual frameworks, and perspectives to analyze, critique, and respond to persistent issues and current policies/practices in curriculum, teaching, learning, and P-12 schools. As professionals, teachers understand and appreciate how these issues are situated within larger social, political, and historical contexts as well as in their local school and classroom contexts.
Goal 1: Critical Inquiry
The candidate has engaged in critical inquiry in its many legitimate forms (e.g., review of and scholarly responses to the professional literature/research; the ability to see and analyze complex matters from different perspectives or frames of reference other than one’s own point of view or experience; action research or another form of systematic inquiry/independent research; deep, sustained reflection and reexamination of one’s beliefs, values, and practices; evidence of documenting and assessing students’ needs, understanding of subject matter, and progress).
Thoughtful, accomplished teachers understand and flexibly use and apply different theoretical lenses, conceptual frameworks, and perspectives to analyze, critique, and respond to persistent issues and current policies/practices in curriculum, teaching, learning, and P-12 schools. As professionals, teachers understand and appreciate how these issues are situated within larger social, political, and historical contexts as well as in their local school and classroom contexts.
Goal 1: Critical Inquiry
The candidate has engaged in critical inquiry in its many legitimate forms (e.g., review of and scholarly responses to the professional literature/research; the ability to see and analyze complex matters from different perspectives or frames of reference other than one’s own point of view or experience; action research or another form of systematic inquiry/independent research; deep, sustained reflection and reexamination of one’s beliefs, values, and practices; evidence of documenting and assessing students’ needs, understanding of subject matter, and progress).
Commentary
This artifact was created in TE 807: Professional Development and Inquiry. The course was designed to engage learners in teacher-centered inquiry through autobiography and documentation of one's self as a learner. We examined the relationship of personal research to classroom-based research and looked at how to turn application into practice.
Module 1 of the course focused on answering the question "What is Quality Teaching?" We looked at varying ideas about what makes quality teaching using peer-reviewed academic papers to help us interpret and build a theoretical construct that we could apply directly to our teaching. These readings focused on high-leverage and core practices.
The final assignment was to re-evaluate my initial stance on quality teaching. Having an initial stance of quality education provided a great opportunity to see growth of understanding and apply learned theoretical lenses to analyze and critique my own beliefs and understanding of current practices in education. Within the paper I included literature review using articles from the course to explore the changes in my theoretical construct of quality teaching. These researched based ideas that formed the conceptual framework of the course were integrated into the paper to help analyze and justify my position. I was able to use the content of the course to help analyze my initial stance and consider different perspectives for my own thinking which allowed for deep sustained reflection of my beliefs. Through this artifact, it is clear that my discussion was able to show how these beliefs impact my teaching, the learning potential of my students, and the broader context of the school and community.
This artifact was created in TE 807: Professional Development and Inquiry. The course was designed to engage learners in teacher-centered inquiry through autobiography and documentation of one's self as a learner. We examined the relationship of personal research to classroom-based research and looked at how to turn application into practice.
Module 1 of the course focused on answering the question "What is Quality Teaching?" We looked at varying ideas about what makes quality teaching using peer-reviewed academic papers to help us interpret and build a theoretical construct that we could apply directly to our teaching. These readings focused on high-leverage and core practices.
The final assignment was to re-evaluate my initial stance on quality teaching. Having an initial stance of quality education provided a great opportunity to see growth of understanding and apply learned theoretical lenses to analyze and critique my own beliefs and understanding of current practices in education. Within the paper I included literature review using articles from the course to explore the changes in my theoretical construct of quality teaching. These researched based ideas that formed the conceptual framework of the course were integrated into the paper to help analyze and justify my position. I was able to use the content of the course to help analyze my initial stance and consider different perspectives for my own thinking which allowed for deep sustained reflection of my beliefs. Through this artifact, it is clear that my discussion was able to show how these beliefs impact my teaching, the learning potential of my students, and the broader context of the school and community.
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