This post should provide a critical discussion of the three things I have learned about myself as a learner and three recent key changes in my own practice. There is probably a few more items on this list, however, I think these are the ‘top three’ that deserve to be looked into.
“I cannot teach anybody anything, I can only make them think.”
Socrates
This eternal words of Socrates’ quote are as contemporary as they are wise. In the time of ‘teaching paradigm shift’, ‘student centered learning’ and implementing ‘the 21st century skills’ these words are completely ‘nailing it’. Education of today is essentially about introducing lifelong skills of problem solving and metacognition. We are shifting education into a permanent ongoing process for life, therefore being a science teacher of today is not exactly the same as it was even few decades ago.
As a science teacher I am a part of my vibrant school professional community that is based on community of learners, their families, teachers, support teams and school leadership which are all involved into establishing learning process on a large scale.
Teaching science connects me closely to other science teachers within my school, as well as with science teachers in other schools in Auckland region.
“Reflecting on reflective practice” by Lynda Finlay (2008) is a research article that explores the modes of reflective practice and its possible effects on educational practitioners. Her articles is primarily focused on reflective practice in nursing that can be easily translated in a wider general educational field. This article will discuss some of author’s points and how they can influence my personal reflective practice.
Design Thinking emerged from industrial practice, primarily design technology (Cross, 1982), and is a relatively new method applied to education as another form of active learning (Brown, 2008). The potential of it in an educational context is still not completely explored and understood. In USA validity of the concept was accepted to the point of being officially integrated and prescribed within educational policies at certain educational institutions and districts (Swartz & Parks, 1984).
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