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Representations of Teachers - Coggle Diagram
Representations of Teachers
Teacher as Learner
Seek advice from others (Briscoe, 1996, p.316)
Read professional journals
Attend professional conferences
Discuss ideas with colleagues (APST 6.3)
Learn new strategies
Interact with students
Helps students learn new ways of interacting with one another (Briscoe, 1996, p.326)
"Teaching is a dynamic profession. In the twenty-first century, change is a constant" (Wiley & Sons, 2015, p.9)
Learn through collaboration, such as parents, colleagues, parents, children and students (APST 7.3 & 7.4)
Keep a breath of current research
Keep a breath of the many shifts that are happening in education
Evaluate practices
"You, like each student you will teach, are learners" (Britzman, 2003)
Teacher learn from students
Students learn from teachers
Understand beliefs about teaching, learning and education
Should know themselves
Helps know students
Teacher as Practitioner
Engage in the subject beyond expectations of being a teacher (Morris & Imms, 2019)
Recognise the diversity and complexity in the classroom, such as gender, culture, language abilities and interests (APST 1.3 & 1.4)
Contributes to student learning
Helps plan engaging learning experiences
Give positive feedback (Barberos & Gonzalo, n.d)
Supports beliefs about what they can do well
Ensures opportunities for student success
Assign tasks that are not too easy nor too hard
Helps students find personal meaning and value in the teaching material
Helps students feel that they are part of the school and classroom community
Recognise individual differences among students
Helps adjust instructions that best suit students
Observe student conversations
Helps understand dynamics within the classroom
Helps group students together
Helps build capabilities
Helps build skills in giving and receiving feedback
Monitor lessons each week (APST 3.2)
Provides sufficient coverage of all principles
Ensures that topics are relevant to students interests
Question what motivates students to learn
"Emotions are functionally important for students motivation, cognitive performance and personality development" (Pekrun, 2009, p.575)
Know students
Through assessment records and profiles (APST 1.2 & 5.4)
Provides access to helpful information about student learning and levels of achievement
Helps plan engaging learning experiences that challenge students intellectually
Consumers and creators of curriculum
Bring a critical eye to what already exists, what might be useful or what needs minor tweaking
Helps make decisions on what they need to create in order to connect with students
Creates learning environments and opportunities for students
Achieves high-quality outcomes
Achieves high-equity outcomes
Retains a degree of flexibility
Seize the moment and connect learning with the real world and student lives
Helps teachers respond to student's needs
Helps teachers be flexible
Forms positive relationships with children and students
Teacher as Professional
Adhere to code of ethics (APST 7.1 & 7.2)
Guides and encourages teachers to achieve these high standards of ethical behaviour and professionalism
Helps deal and form relationships with students, families, caregivers, collegues and the community
Queensland College for Teachers
Code of Ethics
INTEGRITY
Create and maintain appropriate professional relationships
DIGNITY
Teachers value diversity and treat students equitably with care and compassion
Teacher value the effort and potential of students
RESPONSIBILITY
Engage in ongoing professional development
Improves teaching and learning strategies
RESPECT
Teachers acknowledge that relationships with students and their families on mutual respect and trust
CARE
Teachers have empathy with students and their families, or others (APST 6.3 & 7.3)
Teachers commit to students well-being
JUSTICE
Teachers must be fair and reasonable
Teachers must be committed to the well-being of individuals and the community
Question whether common practices are safe for each particular group of students and conditions
Develop critical perspectives
Engage with families and communities (APST 7.3)
Consider what children and students can cope with at different ages (APST 1.2)
Obtain school approval and parental consent for all out-of-school activities
Teacher as Change Agent
Lifelong learners
Inquiry-orientated
Helps teachers make improvements
Teachers can adapt their work at school and classroom level to new insights (Fullan, 1993b)
Searching for new information and ideas
Helps teachers keep a breath of current knowledge
Helps teachers improve their practice
Eager to learn
Helps teachers take initiative to develop themselves further
Teachers are open to learning
Reflective
Allows teachers to think deeply and carefully about the quality of their teaching
Entreprenuers
Teachers are innovative
Deepens ongoing activities as well as new ones
Open to new ideas
Teachers are responsible
Enhances student learning and well-being
Provides high-quality education at school level and classroom level
Collaborative
Take ongoing initiatives to work together with colleagues
Enhances teaching practice and student learning (Vähäsantanen, 2013)
Exchange ideas, teaching practices and methods
Improves the learning environment for children and students
Forms and reforms productive collaboration with colleagues, parents, children and students (Fullan, 1993b)
Comprehensive knowledge and skills
Understand subject matter and teaching strategies (Lukacs, 2009)
Enables teachers to know if there is a problem that needs to be solved
Positive
Allows teachers to be motivated
Provides students with the highest quality of education
Give guidance
Guides and supports student development
Creates influential and collaborative learning environments
Demonstrates effective classroom managemnent