pgce self and identity

  • On you mark. Get set. GO

    On you mark. Get set. GO
    Deep reflection and reflecivity for development involve: Willingness to stay with uncertainty. unpredictability, questioning.
  • Period: to

    pgce journey

  • What does it mean to be critically reflective?

    What does it mean to be critically reflective?
    Brookfield (1995) suggests that we employ four “critical lenses” through which to view and reflect upon our practice. These are:
    our own view (which he refers to as autobiography);
    that of our students;
    that of our fellow professionals;
    and the various theoretical perspectives propounded in educational literature. Peters (1991, pp. 91-95) describes a process called DATA that consists of four steps:
  • Placement

    -seeing myself as a teacher
    -my identy as a teacher
  • Learning by doing

    Learning by doing
  • Risks of critical development

    Risks of critical development
    Imposter syndrome
    cultural suicide
  • community

    For Etienne Wenger, learning is central to human identity. A primary focus of Wenger’s work is on learning as social participation – the individual as an active participant in the practices of social communities, and in the construction of his/her identity through these communities. From this understanding develops the concept of the community of practice: a group of individuals participating in communal activity, and experiencing/continuously creating their shared identity
  • critical incident

    critical incident
    background of the incident and learning points
  • Finish line in sight

    Finish line in sight
    I'm on the home strecth baby!
  • references

    peters, J. (1991) "Strategies for Reflective Practice" Professional Development for Educators of Adults. New Directions for Adult and Continuing Education. no.51 ed. Brockett, R. San Francisco. Jossey-Bass Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass Gibbs, G. (1988) Learning by Doing: A guide to Teaching and Learning Methods. Oxford: Further Education Unit, Oxford Polytechnic. Lave, J. & Wenger E. (1991). Situated Learning: Legitimate Periphera