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teacher as... - Coggle Diagram
teacher as...
teacher as practitioner
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they can draw upon the social and personal capabilities of the students (Monash, 2020)
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being able to explain their thinking and knowledge in detailed way that students can understand and learn from - tacit knowledge
teachers theories are impacted and influenced by their own personal life experiences and are never the same as any other teacher (Chuchill, 2022)
these experiences will always change and evolve as the teachers learn different ways to teach topics
the way that they teach the topics and examples they use will be based on the age of the students and the location of the school
APST's
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3.2- plan, structure and sequence learning programs
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use their knowledge of the curriculum to change and personalise the lessons to suit the students learning styles and increase engagement
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deliberate, detailed, purposeful and thoughtful lesson plans and lessons
teacher as professional
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APST's
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7.2 - comply with legislative, administrative and organisational requirements
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teacher as change agent
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to be effective and notice what needs to change, a teacher must be a "career-long learner" (Fullan, 1993)
"learning through forming and reforming productive collaborations" (Fullan, 1993, p.16)
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being a change agent refers to a teacher sense of purpose their drive to evaluate and improve as necessary and making a difference to children's and students learning outcomes and wellbeing.
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Giving students a choice in their learning and helping them to learn more and what they want and need to learn whilst still remaining within the curriculum
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teacher as learner
Pre-service teacher
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they are being assessed on how well they can manage a class, keep high participation and how well they can adapt in situations
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Practicing teacher
learning off the students and making change to create a positive and productive learning environment
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Beginning teacher
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learning how to problem solve in situations that may be unfamiliar to them and what they have done in their pracs
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