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Predicament of professional identity
- 1. Reflecting on a Predicament of Professional Identity Carolyn Harkness Australian Catholic University E: carolyn.harkness@acu.edu.au P: http://www.slideshare.net/HarknessC/predicament-of-professional-identity
- 2. Today’s child? It is a challenge to manage the rapid changes in ..culture, globalization, technology.
- 3. Objectives • Establish • the professional identity of those who educate children in prior-formal-school-settings as teachers. • Encourage • academic staff and pre-service teachers to consider a variety of ePortfolio platforms to substantiate their developing professional identity to a wider, potentially global, audience. • Investigate • digital approaches that both connect key information and enables clear university-wide outcomes for all. © 2012 Carolyn Harkness All rights reserved.
- 4. Approach • Evolving • encouraging a culture where the gradual and natural collaborative processes at at work shaping the professional identity. • Efficient • Incorporating a deliberate integration of digital technologies to deliver an engaging teaching and learning program. • Effective • Harnessing standard review processes to identify success. © 2012 Carolyn Harkness All rights reserved.
- 5. Evolving • Identity Formation -> Self-concept • Attachment • Self-image • Cultural identity • Gender identity • Professional Identity © 2012 Carolyn Harkness All rights reserved.
- 6. Efficient • Student Management: • Teaching Approaches • Persistence • Model • Respectful • Ignore • Praise • Restructure • Prevent • Redirect © 2012 Carolyn Harkness All rights reserved.
- 7. Effective • Resilience over time and amidst change • Positive self-esteem • High level of attention regulation • Good role-models of responsive and caring attitudes © 2012 Carolyn Harkness All rights reserved.
- 8. Process within the Child ud ent St • High well-being • High involvement • Alert, confident, • Engaged, enterprising, engaged and happy. motivated. • Low well-being • Low involvement • Basic needs are not • Staring, absent, slow to being met. start, easily distracted, © 2012 Carolyn Harkness All rights reserved.
- 9. The Space Motor development The materials Language skills Activities Curiosity Interaction with others Social competence The organisation Self reliance Safety … Self confidence … Approach Process Outcome Well-being Involvement Laevers, F., 2005 © 2012 Carolyn Harkness All rights reserved.
- 10. What about the ePortfolios? • Embedded • Staged in development with the student • Explicit instruction and modeling • Examples, workshops with simple directions • Purposeful • Prepared as a component of critical reflection • Practice • Presented to peers © 2012 Carolyn Harkness All rights reserved.
- 11. What about the ePortfolios? Transition into the Profession • Offered with a Practicum component • Discussion-board on Moodle • Structured, but student led • Professional Development Plan • Using current employment practice • ePortfolio • Limited content > specific requirements • Free to explore own platform © 2012 Carolyn Harkness All rights reserved.
- 12. What about the ePortfolios? Observations • Virtually all started a fresh ePortfolio • Student-led discussion-board • Professional Development Plan included • Platform preference? • 12% Microsoft Word • 25% Wordpress.com ® • 63% Newer web-authoring software © 2012 Carolyn Harkness All rights reserved.
- 13. What about the ePortfolios? Observations • Artefacts • All sourced from the early years of Primary • 25% sourced from childcare • Most were pristine word documents or pdfs • Annotations • Clearly reflected the Early Childhood pedagogy developed in Childcare and honed in Primary. © 2012 Carolyn Harkness All rights reserved.
Editor's Notes
- Image: http://i691.photobucket.com/albums/vv280/Aing_Zhiefunk/1882-punker-baby.jpg
- High well-being Enjoyment Relaxed Vitality Openness Self-confidence Being in touch with themselves. Low well-being Basic needs are not being met (physical needs, food, drink, sleep etc), the need for affection, warmth and tenderness, the need for safety, community, the need for recognition and affirmation, the need to experience their capability, the need for meaning and moral values. Well-being is important as it indicates that one is doing well emotionally, feeling comfortable. A low-level of well-being indicates that the child is not meeting their basic needs High involvement Engaged, enterprising, motivated. Low involvement Staring, absent, slow to start, easily distracted,
- Focusing on the Approach and the Outcome: If we observe a setting to see: The material on offer in this group of toddlers is very limited, in the morning there are blocks and cuddly toys. In the after the children want to play in the sandpit but are not allowed. Only the slide and the playhouse is available. The children appear bore. You could see a lot of crying and there is little contact between children and supervisors. The children are rarely stimulated and are really left to amuse themselves with what is at hand. The care-givers concentrate on keeping up with paperwork, nappies, cleaning and feeding. If we observe another setting to see: A group of toddlers where the caregivers regard play as very important. They take every moment to get the children involved - including during care-giving times. Short activities of singing and dancing are used during transition or waiting moments. The children get a lot of freedom to choose their activities and for when they want to end their action. Music in the background is relaxed. We can see from the first observed setting that the children are not feeling ok. Their well-being is low and they are not engaged. The second observation is different. Laevers, F. (2005). Well-being and involvement in care: A process-oriented self-evaluation instrument for care settings. Research Centre for Experiential Education, Leuven University. Belgium
- Images: Malik Bhai. (2007). Joy 1 (Image). Obtained 2008 from: http://www.sxc.hu/pic/s/m/ma/makram/857606__1.jpg Malik Bhai. (2007). Joy 2 (Image). Obtained 2008 from: http://www.sxc.hu/pic/s/m/ma/makram/857607__2.jpg Malik Bhai. (2007). Joy 3 (Image). Obtained 2008 from: http://www.sxc.hu/pic/s/m/ma/makram/857608__3.jpg Malik Bhai. (2007). Joy 4 (Image). Obtained 2008 from: http://www.sxc.hu/pic/s/m/ma/makram/857609__4.jpg Malik Bhai. (2007). Joy 5 (Image). Obtained 2008 from: http://www.sxc.hu/pic/s/m/ma/makram/857610__5.jpg Malik Bhai. (2007). Joy 6 (Image). Obtained 2008 from: http://www.sxc.hu/pic/s/m/ma/makram/857611__6.jpg Malik Bhai. (2007). Joy 7 (Image). Obtained 2008 from: http://www.sxc.hu/pic/s/m/ma/makram/857612__7.jpg Malik Bhai. (2007). Joy 8 (Image). Obtained 2008 from: http://www.sxc.hu/pic/s/m/ma/makram/857613__8.jpg Malik Bhai. (2007). Joy 9 (Image). Obtained 2008 from: http://www.sxc.hu/pic/s/m/ma/makram/857614__9.jpg