in better understanding and managing the complexities of the modern world. This requires skills and attitudes to take action through education that goes beyond the confines of culture and geography. In 1994, the MYP was introduced and some years later in 1997 the Primary Years Progarmme came into existence in an attempt to sustain a continuum of international education. Two years later, the IB learner profile was adopted to be a common thread for these three programmes. The MYP is an inclusive whole-school
Congruence –will appreciate reflection as a mirror for caring. Constructing Personal Knowing in practice – weaving personal knowing with scientific proven theory in constructing new insights. Through reflective practice there can be tremendous improvement in the level of care that patients
principles are “judgment and meaning making” (Smith, 2000, p. 9). 4.4.2.4. Curriculum as praxis. This approach is the same as the process one but it is characterised by its being in service of society and democracy where action and reflection constitute both sides of the continuum (Smith, 2000). The difference between the process and praxis approaches is well sketched in the following quotation: While the process model is driven by general principles and places an emphasis on judgment and meaning making
artefact is a snapshot of my weekly reflection that I have reflected during my work placement. I observed different cultures that my students belong
Family Privilege Reflection and Interview The objective of the family privilege reflection interview is to explore and reflect on ways my family has either experienced or been affected by privilege in any form. This interview allows for reflection on how incidents or privilege has influence my own personal identity. Statement of Self Location Today, I identify as a 30-year-old, middle-class, female, heterosexual, ethnically Mexican, and an American citizen. Although I am this person today, I have
EFL Teacher: “being an English teacher, based on one’s characteristic, he/she might be able to find appropriate pedagogies of teaching and interpretations for English teaching fitting one’s personality” (Lin & Chien, 2010, p. 1). Self-efficacy: According to Bandura (1997), self-efficacy is defined as “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (p.3). In the present study, self-efficacy is operationally defined as the scores
discussed in this assignment. The final purpose of the essay is to demonstrate an understanding of reflection and how reflective practice can support an individual’s own personal and professional learning development. Nicol (2016) stated that “reflection is a method of using experiential knowledge to enable professional and personal development while reinforcing continuous learning”. Reflection can allow an individual to understand a topic so that they can improve how they perform in their job
critical thinking to teach children to manage new social experiences. Freire expresses that ‘Critical thinking contrasts with naive thinking’ when he refers to its role in dialogue, communication and true education. (2011, p. 92). If this is so, then teachers are in a position to deliver an education that goes beyond the formal curriculum. The research process was challenging. There was a vast amount of information on critical thinking available. As I progressed though the reading of critical thinking
driven by the resolution of the dual tensions of action/reflection and experience/abstraction. These two dimensions state a holistic learning space wherein learning transactions take place between individuals and the environment. The learning space is multi-level and can describe learning and development in appropriate ways at the level of the individual, the group, and the organization. This approach
1998). Dewey postulated that while “all genuine education comes about through experience it does not mean that all experiences are genuinely or equally educative.” (Dewey, 1938) This conviction that many experiences were miseducative led him to develop a criteria for defining educative quality of experience. He elaborated on these criteria as the two fundamental principles of experience. He created a dialectic that linked experience and education; these linkages are called Principle of Continuity