This document summarizes findings from interviews with educators about their teaching philosophies. It identifies common themes, trends, ideas, and philosophies that were discussed, such as curriculum, technology, parental support, passion for learning, and philosophies like perennialism and pragmatism. It also notes some differing trends, ideas, and philosophies mentioned, such as laws, data-driven education, and existentialism. Finally, it discusses how these findings could enhance teaching by shifting the classroom focus from teacher-centered to more student-centered learning, with the teacher facilitating knowledge construction.
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Mapping the development of critical information behaviour through school and ...Sheila Webber
Paper presented at the 2017 i3 (information interactions and impact) conference in Aberdeen, Scotland, on June 28 2017. The authors are Sheila Webber, Professor Nigel Ford, Mary Crowder (University of Sheffield Information School, UK) and Dr Andrew Madden (Sun Yat-Sen University, China).
The Hong Kong Special Administrative Region (Hong Kong) ratified the United Nations Convention on the Rights of the Child (CRC) in 1994. Participation rights under Article 12 of the CRC states that State Parties should ensure that children’s views are given due weight on matters affecting them (Article 12 CRC, 1989). Pupils’ voice is often attributed to this Article and has consequently become a growing area of concern in schools (Lundy, 2007). Despite the international call for increased pupil voice in schools, there is currently a dearth of literature in regard to children’s voice in primary schools in Hong Kong (Forde et al., 2018). The Concluding Observations by the Committee states that there is a lack of “effective and broad mechanisms…to promote and facilitate respect for the views of all children and children’s participation in all matters affecting them” in Hong Kong (CRC, 2013). As a Chinese Confucian society, Hong Kong places respect to teachers at the highest priority and children are expected to not challenge or question them (Ng, 1996, 2001). Therefore, this research aims to understand the extent of which children believe they have participation rights in a faith school in Hong Kong and whether school leaders and parents understand children’s rights. Departing from an interpretivist perspective, this research draws on 12 semi-structured one-on-one interviews to better understand the participants’ lived experiences and views of children’s voice at school. The initial findings suggest that tenants and values stemming from Confucianism play a significant role as to why children’s voice is often not encouraged within the school as academic success is prioritized. However, students demonstrate forms of agency by articulating their personal views and voice. Ultimately, this demonstrates conflict between the children’s prescribed behaviours stemming from Confucian culture and their own autonomous thinking.
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Mapping the development of critical information behaviour through school and ...Sheila Webber
Paper presented at the 2017 i3 (information interactions and impact) conference in Aberdeen, Scotland, on June 28 2017. The authors are Sheila Webber, Professor Nigel Ford, Mary Crowder (University of Sheffield Information School, UK) and Dr Andrew Madden (Sun Yat-Sen University, China).
The Hong Kong Special Administrative Region (Hong Kong) ratified the United Nations Convention on the Rights of the Child (CRC) in 1994. Participation rights under Article 12 of the CRC states that State Parties should ensure that children’s views are given due weight on matters affecting them (Article 12 CRC, 1989). Pupils’ voice is often attributed to this Article and has consequently become a growing area of concern in schools (Lundy, 2007). Despite the international call for increased pupil voice in schools, there is currently a dearth of literature in regard to children’s voice in primary schools in Hong Kong (Forde et al., 2018). The Concluding Observations by the Committee states that there is a lack of “effective and broad mechanisms…to promote and facilitate respect for the views of all children and children’s participation in all matters affecting them” in Hong Kong (CRC, 2013). As a Chinese Confucian society, Hong Kong places respect to teachers at the highest priority and children are expected to not challenge or question them (Ng, 1996, 2001). Therefore, this research aims to understand the extent of which children believe they have participation rights in a faith school in Hong Kong and whether school leaders and parents understand children’s rights. Departing from an interpretivist perspective, this research draws on 12 semi-structured one-on-one interviews to better understand the participants’ lived experiences and views of children’s voice at school. The initial findings suggest that tenants and values stemming from Confucianism play a significant role as to why children’s voice is often not encouraged within the school as academic success is prioritized. However, students demonstrate forms of agency by articulating their personal views and voice. Ultimately, this demonstrates conflict between the children’s prescribed behaviours stemming from Confucian culture and their own autonomous thinking.
Examining the Student Teacher Relationship (STR) for Children with and Withou...crealcsuf
C-REAL's February's Colloquium presentation "Examining the Student Teacher Relationship (STR) for Children with and Without Disabilities: Spotlight on Autism" presented by Dr. Howell.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. Common and Differing Trends
Common Trends Differing Trends
Curriculm Technology Parental Support Project Based
No Accountability Educators Stopped Caring
ELL Students Globalization
5. Common and Differing Ideas
Common Ideas Differing Ideas
31%
19%
35%
15%
Passion Learning Abilities
Technology Parental Support
34%
19%
42%
5%
Laws
Education Downfall
Data Driven
Rigor
7. Differing Philosophies
Eclecticism
Rose out of the cult nihilism
Existentialism
Draws upon multiple theories, styles or ideas
Eclecticism
Existentialism
Different
Philosophies
8. How can these findings be used to enhance teaching
and learning in the classroom?
10. Student-Focused Classrooms
Corresponds to
pragmatism and
progressivism
All students to
construct knowledge
relevant to a specific
task
Interact with one
another
11. The Changing Focus
• The focus shifts from
teacher to student and
back again
• Teacher is able to view
the classroom as a
vibrant life form
12.
13. References
Batts, B. (2015, April 10). Philosophy of Education [E-mail interview]
Beard, J. (2015, April 10). Philosophy of Education [E-mail interview]
Carpenter, M. (2015, April 10). Philosophy of Education [E-mail interview]
Clifford, W. K. (2015). The basics of philosophy. A huge subject broken down into manageable
chunks. Retrieved from http://www.philosophybasics.com/branch_existentialism.html.
Gollnick, D. M., Hall, G. E., Quinn, L. F., & Gollnick, D. M. (2014). Introduction to Teaching:
Making a Difference to Student Learning. Retrieved from The University of Phoenix eBook
Collection database.
Olivia, P. F. (2005). Developing the curriculum (7th ed.). Boston, MA; Pearson/Allyn & Bacon.
14. References
Ritter, M. (2015, April 10). Philosophy of Education [E-mail interview]
Rizzio, M. (2015, April 10). Philosophy of Education [E-mail interview]
Shaffer, L. (2015, April 10). Philosophy of Education [E-mail interview]
The Editors of Encyclopedia Britannica. (2015). Encyclopedia Britannica. Eclecticism:
Philosophy and Theology. Retrieved from
http://www.britannica.com/EBchecked/topic/178092/eclecticism.
Williams, N. (2015, April 10). Philosophy of Education [E-mail interview]
Good morning and welcome to our presentation. Over the past week we spent time with some educators and asked them two questions:
Where do they think education is headed in the future?
How have their own life experiences shaped their current philosophy regarding education?
We have come up with a common theme. It really is all about the children.
Out of the seven teachers we interviewed the overwhelming belief is that the future will be about technology.
The seven teachers we interviewed were:
Barbara Batts, Title I Reading Teacher, Foose Elementary School
Harrisburg, Pennsylvania;
Joel H. Beard, Havenview Middle School;
Marlie Carpenter, 3rd Year Elementary School Teacher:
Megan Ritter, Title I Math Teacher, Foose Elementary School, Harrisburg, Pennsylvania;
Matthew Rizzio, Physical Education Teacher, Foose Elementary School, Harrisburg, Pennsylvania;
Leticia Shaffer, Bunker E.S., Kindergarten Teacher;
Nicole Williams, Elementary School Teacher
Common Trends:
The majority of interviews had a common philosophy regarding the direction of education in the future.
Curriculum will be more rigorous with more standardized testing requirements
Lessons will involve more technology integration into students learning
No parental support when teachers call regarding problems with the students behavior
Increased project based learning and collaborative learning environments across all levels of education
Although there were common trends with the interviews regarding the future of education, there were also differing trends regarding the future of education.
Differing Trends:
No accountability from the students regarding their behavior
Teachers will be required to teach ELL students due to the increased population of foreign students
It seems like educators have stopped caring about teaching because of the lack of support from administration
Curriculum in the United States will be similar to the curriculum in other countries
Common Ideas:
There were many common ideas on how have their own life experiences shaped their current philosophy regarding education and where do they think education is headed in the future.
That school had truly help mold their craft and their passion for teaching.
That every child may learn different but is capable of learning.
Technology is the future of the education field and will be used in every classroom.
Parental support is very minimum in the school.
We looked at the common ideas that were stated but now we will take a look at what differs in the ideas of education.
Laws that are passed are not always in the best interest for the education system.
That in later years the school system may falter.
Now school Is more data driven
The curriculum will become more rigorous and very similar to the standards.
As we look at the common and different ideas we can truly see where the stand point is with education. We can make education better and give the kids an amazing type of education that they will carry with them forever.
All of the interviews rallied around these common philosophies: The root of Perennialism which lie in the philosophies of Plato and Aristotle and also of St. Thomas Aquinas. It offers a conservative and traditional view of the human nature. In the school of thought, humans do not change much, but they are capable of analytical thinking, reason, and imagination, and should be encouraged along these lines. Through reason lies revelation. When certain perpetual truths are learned, individuals will develop rationality. While human nature is somewhat predictable, it is possible to improve the human condition through understanding of history, the great works of literature, and art (p. 211).
Essentialism became a popular educational philosophy in the United States in the 1930s following what was considered an excess of progressive education. Essentialists believe there is a fundamental core of knowledge that any functioning member of society must possess. Such knowledge is absolutely essential for an individual to lead a productive life. Learning takes place through contact with the physical world as well as with specific core disciplines. Goodness lies in acquisition of certain essential knowledge (p. 211).
Pragmatism was also found and was introduced into philosophy by Charles Peirce in 1878. The term pragmatic is derived from the Greek word pragma, meaning action, which is also the source for the words practice and practical. The universe of pragmatism is dynamic and evolving. Change happens and humans are constantly in the process of becoming, evolving to reach ever-greater understanding. Truth is what works in one place and time, and even if it worked once it might not work again given different variables. Concepts and outcomes should be tested by their practical results. Pragmatism shares some views with Aristotle’s realism but is less rigid since in pragmatism experience is of utmost importance (p. 212).
Progressivism, marked by progress, reform or a continuing improvement, became popular in the 1920s through the work of John Dewey. The tenets of progressivism demonstrate respect for individuality, a high regard for science, and receptivity to change. The influence of progressivism helped American educators take a closer look at the role of learners in any acquisition of knowledge (p. 212).
Gollnick, D. M., Hall, G. E., & Quinn, L. F. (2014). Introduction to Teaching: Making a Difference to Student Learning. Retrieved from The University of Phoenix eBook Collection database.
Eclecticism is the practice of selecting doctrines from different systems of thought without adopting the whole parent system for each doctrine. In the sphere of abstract thought, eclecticism is open to the objection that insofar as each system is supposed to be a whole of which its various doctrines are integral parts, the arbitrary juxtaposition of doctrines from different systems risks a fundamental incoherence (Encyclopedia Britannica, 2015).
Existentialism is a philosophy that emphasizes individual existence, freedom and choice. It is the view that humans define their own meaning in life, and try to make rational decisions despite existing in an irrational universe. It focuses on the question of human existence, and the feeling that there is no purpose or explanation at the core of existence. It holds that, as there is no God or any other transcendent force, the only way to counter this nothingness (and hence to find meaning in life) is by embracing existence (Clifford, W. K., 2015).
Clifford, W. K. (2015). The basics of philosophy. A huge subject broken down into manageable chunks. Retrieved from http://www.philosophybasics.com/branch_existentialism.html.
The Editors of Encyclopedia Britannica. (2015). Encyclopedia Britannica. Eclecticism: Philosophy and Theology. Retrieved from http://www.britannica.com/EBchecked/topic/178092/eclecticism
In the next section we will be discussing how these findings be used to enhance teaching and learning in the classroom.
Room arrangement may not be the best clue as to a teacher’s views on what and how children should learn, but it is an indicator. Teacher-focused approaches to teaching is master of the knowledge to be learned and dispenses it to all students at a specified rate over a specified period of time, adhere to the essentialism school of philosophy in which learning the content is of major concern (p. 214).
The teacher focus also follows the perennialist perspective, believing that education serves to inform students of knowledge that will remain constant through life (Olivia, 2005)
Gollnick, D. M., Hall, G. E., & Quinn, L. F. (2014). Introduction to Teaching: Making a Difference to Student Learning. Retrieved from The University of Phoenix eBook Collection database.
Olivia, P. F. (2005). Developing the curriculum (7th ed.). Boston, MA; Pearson/Allyn & Bacon.
Student-focused approaches to teaching correspond to pragmatism and progressivism. These philosophical perspectives view the major role of schools and teachers as being to create learning opportunities that will allow students to construct knowledge relevant to a specific task or situation through self-interest and dialogue with others. The tenets of constructivist teaching style are closely associates with progressivism, emphasizing hands-on activity-based learning. Teachers and learners share control of behavior and the learning environment. The teacher models participatory evaluation through questioning and student-led discussions of results. The student value themselves as learners and welcome the active role they have in directing their education along the lines of their own interests. Students construct knowledge through interaction with others (p. 217).
Gollnick, D. M., Hall, G. E., & Quinn, L. F. (2014). Introduction to Teaching: Making a Difference to Student Learning. Retrieved from The University of Phoenix eBook Collection database.
In any given day in a classroom, the focus shifts from teacher to students and back again. This is not wishy-washy. It is merely a fat of the profession. In doing so the teacher may find it necessary to redirect student attention or perhaps momentarily call a halt to all activity. Learning how to combine parts of different educational philosophies for the benefit of all of the students may be one of the hardest tasks a new teacher must learn.
Gollnick, D. M., Hall, G. E., & Quinn, L. F. (2014). Introduction to Teaching: Making a Difference to Student Learning. Retrieved from The University of Phoenix eBook Collection database.
Gollnick, D. M., Hall, G. E., & Quinn, L. F. (2014). Introduction to Teaching: Making a Difference to Student Learning. Retrieved from The University of Phoenix eBook Collection database.