i have finished Profile 2 of the PgCTL - thought that i would post the beginning and the end of the text here.
The purpose, for myself, of signing up for the Postgraduate Certificate in Learning and Teaching course has, to a large part been accomplished in that I am beginning to ask questions again. My teaching practice has been re-ignited – there is energy and creativity where there was duty and a job. Attending the 3 days residential element was an intensive experience – being presented with a range of often conflicting educational theories and ideas enabled me as a student to navigate my own path through the words. On reflection this experience has been not unlike a compressed version of the undergraduate student experience – one of being given information, again much of it diametrically opposed. The student moves from being passively presented facts and figures and then undertaking given tasks – effectively a surface activity lacking the depth of real engagement. To the student taking control, developing his or her own learning and being proactive in the pursuit of information..................................................Working with Entwistle’s (1988) cataloguing methods it became evident that there is a degree of conflict with certain teacher – student types. It is obvious if I consider the ramifications around reallocation in relation to my children that as a teacher it is my responsibility to consider very different teaching approaches to individual students and their individual needs. Maybe the re-evaluating of my relationship to responsibility has been the most interesting outcome of the PgCLT so far.
The purpose, for myself, of signing up for the Postgraduate Certificate in Learning and Teaching course has, to a large part been accomplished in that I am beginning to ask questions again. My teaching practice has been re-ignited – there is energy and creativity where there was duty and a job. Attending the 3 days residential element was an intensive experience – being presented with a range of often conflicting educational theories and ideas enabled me as a student to navigate my own path through the words. On reflection this experience has been not unlike a compressed version of the undergraduate student experience – one of being given information, again much of it diametrically opposed. The student moves from being passively presented facts and figures and then undertaking given tasks – effectively a surface activity lacking the depth of real engagement. To the student taking control, developing his or her own learning and being proactive in the pursuit of information..................................................Working with Entwistle’s (1988) cataloguing methods it became evident that there is a degree of conflict with certain teacher – student types. It is obvious if I consider the ramifications around reallocation in relation to my children that as a teacher it is my responsibility to consider very different teaching approaches to individual students and their individual needs. Maybe the re-evaluating of my relationship to responsibility has been the most interesting outcome of the PgCLT so far.
