EDUCATIONAL PHILOSOPHY/ESPOUSED PLATFORM

The nature and role of teacher beliefs  Teachers have deeply grounded beliefs and attitudes about teaching and learning and expectations about the role of the teacher formed on the basis of their extensive experience as learners (apprenticeship of observation).  The beliefs teachers hold are implicit, informal and embedded in their mental images of classroom practice and often lead to the formation of images and expectations of teaching (appropriate or inappropriate).

The nature and role of teacher beliefs  Beliefs are part of the teachers’ evolving identity; they represent the “medium for each person to negotiate his/ her identity as a social being” (Cabaroglu and Roberts 2000:388).  Teachers’ beliefs play a pivotal role in the way they interpret and acquire information from coursework or professional development. Their beliefs act as perceptual, self validating, selective filters which sieve information presented to them. This filtered information is then used to confirm and support rather than confront or challenge their pre-existing conceptions.

The nature and role of teacher beliefs  Beliefs also shape, influence and guide teachers’ classroom practices and their professional development well into their teaching career (Calderhead 1991, Cabaroglu and Roberts 2000, Deng 2004).

Are beliefs amenable to change?  A number of studies have identified changes in student teacher beliefs throughout their teacher education courses and after their teaching practice placements (Cabaroglu and Roberts 2000, Hascher at al 2004, Lightbown and Spada 1993, Sendan 1995).  What these studies reveal is that belief development and change is possible but it is gradual and cumulative and highly variable among individual student teachers. Findings also suggest that certain beliefs are more susceptible to change than others.

What is an Educational Philosophy/ Espoused Platform?  The teacher's beliefs and goals for teaching, learning, and students applied directly to his/her specific teaching situation.  May or may not match his/her "platform in use".  Serves as a tool for establishing readiness to engage in the professional growth process.  The purpose is to help establish a clear understanding of the teacher's espoused platform.

Rationale for Educational Philosophy  Allows others to view classroom events from the teacher's perspective  Allows comparison of espoused platform to actual behavior--cognitive dissonance  Helps teacher to articulate and examine more closely his/her beliefs and goals that may often be implicit

Contents of Philosophy/Platform  Aims of education  Views of knowledge and learning  Image of the learner and teacher  Criteria for good (effective) teaching  Expectations and hopes for students  Beliefs about curriculum and pedagogy  Influence of the specific context

Methods of Constructing  Teacher and coach one-to-one at beginning of cycle  Writing prompt  Small group session  Use of metaphor (Nolan & Hoover, 2004; Sergiovanni & Starratt,2002)

Meet Amy…  What do we learn from the video about Amy’s beliefs about teaching and learning?

What questions did I ask Amy? What else could I have asked Amy to help her with her platform? How has your platform changed? Questions

If you were forced to choose, what would you say are the three most important things that you want students to learn in your classroom? If I were a student who will be starting soon in your classroom and I came to see you beforehand, what would you say to me if I asked: What will you expect from me as a student? What can I expect from you? What will our class be like? Five years after students have left your classroom, what do you want them to say about you? About your teaching? About what they learned? Why should students study and learn the content and skills you teach? What sorts of things do you look for to tell you that you have taught a really good lesson? A poor lesson? How do you know when your students have learned what you hoped to convey? If you had the power to change one thing about your teaching, in general, what would you change? Espoused Platform Questions:

Draft a current philosophy statement to bring to class on Feb. 5 th. Also, bring a one-two paragraph reflection that describes how you think your philosophy has changed over the course of the program. Assignment: Due Feb. 5th