Module 3 has played a significant role in
the development of my teaching practice and ideas. My independent research,
during the planning of my course, led me to the investigation of the praxis,
process and hidden curriculum models, which ultimately led me to question our
current education system, purpose and context, subject hierarchy and my role as
a teacher. I focused on critical and emancipatory pedagogies as well as
equality and diversity ideology to enhance the incorporation of inclusivity. The
process of creating my course enabled me to understand further what kind of
teacher I wanted to be as I analysed my position in teaching, the way I chose
to encourage learning and the change in my values. My
main influences were: Michael Apple, Paulo Freire, Ken Robinson and Dr
Christine Rose. Like myself, they all reject structures such as selective,
narrative and banking education. However, I was disappointed with the way in
which education seemed to be shifting away from curriculums such as process and
praxis, and becoming more focused on the product model. Curriculum should aim
to create expressive, creative individuals with the skills, knowledge and
criticality needed to make a difference and equip them for life. I reflected on
my teaching and role as a teacher:
I analysed the way in which I encouraged
my students to engage and learn. I noticed that I moved away from my original
purpose for coming into teaching and got caught up in the pressure to perform
as a teacher. Within this pressure there was a growing need to provide evidence
of ‘good’ teaching. Module three enabled me to revaluate my role. I wanted to
adopt ideas from the above theorists and incorporate them into my teaching but
I found that the current climate in education meant that my efforts were aspirational
or difficult to achieve because of my lack of experience. In accordance to the
implementation to ICT, I found myself wanting to take a step back from the age
of information. I think that like all things it has its advantages and
disadvantages, however, I do not think it is a vital element in producing an
Ofsted grade one. In my case, teaching media is ICT heavy but I find it
frustrating that learners have used ICT or rather the Internet as their sole
method of research so I have made it compulsory for learners to include
references to books in their writing.
Further Reading:
Apple. W M (2004) Ideology and Curriculum (3rd edn). RoutledgeFalmer,
New York and London
Freire. P (2003) ‘From Pedagogy of the Oppressed’ In: Darder. A, Baltodano. M, Torres. D.R. ed. The Critical
Pedagogy Reader. RoutledgeFalmer: New York, London
Freire. P (1972) Cultural Action for Freedom, Penguin education.
Penguin, Harmondsworth
Rose. C (2010) Embedding E&D within Curriculum Planning and
Teaching and Learning Delivery – Guide by Dr Christine Rose distributed at City
and Islington College Professional Development Day 9th July 2010
TED (2006) Ken Robinson: How Schools Kill Creativity, February 2006.
Viewed 21 March 2014. Access online:
https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
