Culturally Reflective Report
Teacher attrition is a contemporary topic of debate in the field, with between 30-40% of new teachers leaving the profession within the first five years (National Council of Teachers of English, 2010). A policy brief delivered by NCTE indicates the need for increased diversity of candidates in preparation programs, places an emphasis on teaching culturally responsive approaches, and acknowledges fostering reflective practice (National Council of Teachers of English, 2010). The need for culturally responsive approaches and reflective practice certainly fall under the domain of pedagogical preparation, and therefore these two areas will be explored first.
Addressing Diversity in Classroom Practice
Addressing diversity and providing culturally …show more content…
responsive approaches in the classroom are valid challenges for pre-service teacher candidates transitioning to the classroom. Angus and de Oliveria (2012) study how diversity affects the instructional decision making of secondary English teachers and suggest that preparation programs incorporate diversity training in their preparation of candidates, including helping candidates conceptualize their own understandings of diversity (p.15). Further, the authors contend that pre-service English teachers must be challenged in methods courses to continuously evaluate their own definitions of diversity, its context in schools, and even assist teacher educators in learning new methods of working with diverse students (Angus and de Oliveria, 2012, p. 15).
Developing Reflective Practice
Reflective practice has risen in importance for teacher education preparation, and in particular English language arts programs have utilized written reflection to spur teacher candidates to productively evaluate practice (Yesilbursa, 2011).
Moreover, graduating from a teacher preparation program is no longer viewed as the end of teacher’s training, but that teacher preparation continues into the profession and that educators are continuous learners themselves (Cochran, 2011). It has been implicated that reflective practices in methodology and practicum courses can impact pre-service teachers at a critical time and potential yield reflection that is conducive with long term professional growth (Yesilbursa, 2011). A last interesting note on reflection found in the literature, was its ability to help pre-service teacher candidates evaluate inherent bias or negative attitudes they might hold (Lesley, 2011) Working with pre-service reading teachers, Lesley (2011) found the mastery model of literacy education inhibited many content literacy educators and arose biases within them. The implication of this to this study, is that reflective practice, such as the discourse model that Lesley discusses, allows problems in teacher preparation to be brought to light through which educator preparation programs can begin a process of evaluating and addressing them with their
candidates.
Addressing Diversity in Classroom Practice
Addressing diversity and providing culturally …show more content…
responsive approaches in the classroom are valid challenges for pre-service teacher candidates transitioning to the classroom. Angus and de Oliveria (2012) study how diversity affects the instructional decision making of secondary English teachers and suggest that preparation programs incorporate diversity training in their preparation of candidates, including helping candidates conceptualize their own understandings of diversity (p.15). Further, the authors contend that pre-service English teachers must be challenged in methods courses to continuously evaluate their own definitions of diversity, its context in schools, and even assist teacher educators in learning new methods of working with diverse students (Angus and de Oliveria, 2012, p. 15).
Developing Reflective Practice
Reflective practice has risen in importance for teacher education preparation, and in particular English language arts programs have utilized written reflection to spur teacher candidates to productively evaluate practice (Yesilbursa, 2011).
Moreover, graduating from a teacher preparation program is no longer viewed as the end of teacher’s training, but that teacher preparation continues into the profession and that educators are continuous learners themselves (Cochran, 2011). It has been implicated that reflective practices in methodology and practicum courses can impact pre-service teachers at a critical time and potential yield reflection that is conducive with long term professional growth (Yesilbursa, 2011). A last interesting note on reflection found in the literature, was its ability to help pre-service teacher candidates evaluate inherent bias or negative attitudes they might hold (Lesley, 2011) Working with pre-service reading teachers, Lesley (2011) found the mastery model of literacy education inhibited many content literacy educators and arose biases within them. The implication of this to this study, is that reflective practice, such as the discourse model that Lesley discusses, allows problems in teacher preparation to be brought to light through which educator preparation programs can begin a process of evaluating and addressing them with their
candidates.