2. REASONING
To understand and explain how I will learn and teach in my
student teaching placement.
To evaluate different reflective and supervisory ideas that I
will use.
3. REFLECTION
As teachers, we can use tools to support our reflections.
Some of these tools include reflective analysis, professional
portfolio, action research, journal writing, reflective writing,
and even video-taping.
5. TEACHING DEVELOPMENT
Developing as a teacher requires field experiences and
reflection.
Field experiences should take place as soon as possible
and be organized well.
Reflection can be either inquiry-orientated or action
research.
6. ACTION RESEARCH &
INQUIRY-ORIENTATION
Action Research - methodically reflecting on practice. This
allows you to improvise during the lesson.
Inquiry-orientated - asking questions and posing scenarios.
This allows for problem-based-learning.
7. SITUATED LEARNING MODEL
Situated learning is part of the culture, context, and activity.
Social collaboration is the most important part of situated
learning.
Learners will come together as a community to practice
beliefs and behaviors which will be acquired.
When someone eventually moves to the center, they will
become the expert and therefore become more engaged.
8.
9. SITUATED LEARNING
Situated learning can happen during the student teaching
placement by experiences with the university supervisor,
colleagues, cooperating teachers, and especially students.
This allows the student teacher to get better professionally
and socially.
Learning is social, active, and authentic.
10. PROFESSIONAL
SOCIALIZATION
This can help the student teacher to apply their beliefs and
values.
Adaptation is key for student teachers as we may need to
accept/understand the values of the school.
