Dorovolomo (2004) writes about teachers having a “sense of ownership” of their work. Certainly this what has helped me to develop and change my practical theory over the years. The formulation of this theory to get to the current paradigm I teach out of has definitely been a combination of my own values, beliefs and goals. But in looking back and reflecting on this evolving theory I have to say the context of my teaching has been a significant driving factor. These ‘varying contextual climates’ have given me the opportunity to work within education communities that held their own strong philosophies and values, to teach alongside colleagues who had a wealth of experience and I experienced their own practical theories in action and of course to learn from the learners themselves, the students.
I started teaching in school education in 1975 when there was a huge ‘de-schooling movement’ in Australia. It was an exciting time when new ideas about teaching and learning were emerging. Parents were passionate about their children’s education, we were passionate about making changes, the education system was sympathetic. We had great philosophical discussions in the staff room, trialled new programs, tried creative teaching methods and didn’t have the cramped curriculum found in schools today. This was a great foundation on which to build my practical theory.
I started teaching in school education in 1975 when there was a huge ‘de-schooling movement’ in Australia. It was an exciting time when new ideas about teaching and learning were emerging. Parents were passionate about their children’s education, we were passionate about making changes, the education system was sympathetic. We had great philosophical discussions in the staff room, trialled new programs, tried creative teaching methods and didn’t have the cramped curriculum found in schools today. This was a great foundation on which to build my practical theory.
Since then I’ve observed learning theories and methodologies come and go. I’ve seen the introduction of outcomes based education and a system driven by assessments where teachers complain about teaching for testing within a top heavy curriculum. But through all of this, I have taken my experiences on board and developed my own personal identity as a teacher. When I completed my Masters of Ed in 2007, I felt so enthusiastic again that the passion had revived that I felt back in 1970’s. I’ve been teaching for 35 years and I absolutely agree with the notion of teacher’s practical theory. Mine is currently informed by positive psychology through recognising the importance of motivation and joy in learning. Csikszentmihalyi ‘s research on ‘the state of flow’ is an important factor in my own theory because I have seen how the engagement of emotions is a driving factor in understanding which leads to a state of deep learning. Mental states matter is my mantra. I have particularly observed this in adult learners from all cultural backgrounds. It is a common state we all share.
Thanks Julie for this interesting post. Having also just read Rachel's blog as well, I have to say that the strongest theme emerging for me, from what you both say, is the importance of context and I said this in my comments to Rachel as well.
ReplyDeleteYou made me smile with the comment about learning theories coming and going. Oh yes indeed. We see that mirrored in all kinds of ways don't we - from assessment policies to learning outcomes. What interests me at the moment is how the apparently contradictory trend in standardized curriculum and assessment, which seem to be emerging right around the world - fit into the emerging paradigm of social, collaborative, personalized, emergent authentic learning. To me these seem to pull us in different directions and I am not sure yet how an educator can successfully live one and work in the other!
Hi Jules, I enjoyed reading your post. It's not often I see Csikszentmihalyi and Flow mentioned these days. I am still a strong believer in that concept - I experienced a 'Flow' moment last night when I was thinking about Practical Theory and had to sit down and type out a blog post on the spot. I have experienced Flow many times but not nearly as often as I should. My life is too crowded to focus in the way I would like to.
ReplyDeleteI enjoyed reading your post, Julie. I like your discussion of your evolving teacher identity through various theories and methodologies! I am skeptical of new theories heralded as “the best”. Not because I am averse to new things, but because so often policy makers “throw out the baby with the bathwater” when in fact new theories often build on previous theories. My teacher identity has developed in a similar way to yours – learning from colleagues, critiquing, adopting, adapting where necessary to different contexts and learners (even within the same class group) and knowing that there is never ONE “right” way to help our students. Such a broad, humanistic teaching philosophy coupled with a strong sense of teacher identity helps us encourage learners to explore and build their own identity as adaptable and flexible lifelong learners.
ReplyDelete