Personal Education Philosophy

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My personal philosophy of education. The reflective teachers as leaders

The field of education is vast, broad, complex and dynamic. It co exists with the various domains of the society and is of utmost importance. There is abundant work being done and work yet to be done with regards to philosophy in the education system. There area of interest ranges from object- level interactions, discourse between teachers and school leaders, between teachers and a group of learners, aims of education, about how children ought to be treated, the type of curriculum which will deliver the desired outcomes and the interest of the child itself.

It is challenging to understand the how educational philosophy and education are related as both have gone through
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With more studies done in this area of “teacher professionalism”, there was more focus on the individual and the fraternity as a whole to be more engaged in critical reflective practice. The core idea here is that teaching cannot be thought of in solely technicist tems, but rather can be understood only as an intellectual- and a critical intellectual- undertaking( Giroux, 1988).
As professionals, teachers must be responsible and accountable for that which is under their control, both individually and collectively (Preston, 1996). For teaching to considered as profession, some underlying characteristics and contributing factors would be a sound subject knowledge inclusive of pedagogical knowledge; grounded classroom practice where practical and experimental knowledge can be delivered; an underlying interest with issues in curriculum, assessment and other policy matters in education; a meaningful and progressive career progression; a common code of ethics enforced and practiced by all members of the profession; and a underlying commitment to personal and professional
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In this model, mediators worked closely with coordinators by conducting detailed review sessions on an individual basis, to affirm the value of structured mediated reflections. These sessions allowed the mediator to develop a conceptual framework and a developmental model for the organisation. The shared model allowed for the coordinator to reflect- on- practice, to find deeper understanding of meanings and social dimensions within the professional practice. In the next stage, the mediators took a step back and let the coordinators undertake a program innovation of their own in their schools. The mediators provided supervision and support through individual counselling sessions and collective review sessions, designed to stimulate the coordinators reflection on the experience of managing system innovation and build up on their ability to integrate reflection into their continual professional

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