Teacher Learning Experience

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SECTION B My own experience of being a learner.
There are different teachers in schools that have different influence to learners. Looking back at my experience of being a learner I have come across different teachers with different personalities and qualities. Some were observant and caring and some were negligent, harsh, and emotionless. Some were vigorous and enthusiastic about their work. You could see that they love what they were doing. Some of them noticed almost everything from learner. They would assist where needed for example, I remember when I was in grade one I was very careless when it comes to pencils. I lost them almost every day. Noting that, my class teacher, talked to my father and they arranged that my father should bought
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(Ono & Ferreira, 2010) in their article “A case study of continuing teacher professional development through lesson study in South Africa”; they argue that professional development is an ongoing process. Because of the “changing reforms” as they state, there is a need to update teachers with the new knowledge. In South Africa there has been a drastic change in the curriculum in the pat years and teachers are expected to move along with those changes and adapt to them. They further state that although professional development lies at the heart of nearly every educational effort to improve teaching and learning, it is not the solution for all problems because many models of professional development do not produce the required results. Therefore there must be other alternative approaches for professional development. The article further argue that the “the principles of learning and their implications for designing the learning environment apply equally to child and adult learning”. Thus, professional development programmes should be learner centred, knowledge centred, assessment centred, and community centred to improve teacher learning .Ono & Ferreira (2010), states that the workshops conducted as the means of teacher profession development and lesson development should be reviewed, meaning; they should find means to make them effective. They maintain that teachers do not change their teaching overnight, consequently, any…show more content…
Similarly she maintains that teacher profession is a process that has different spheres to be considered as important. In his arguments on trying to address these questions she notes what she calls “The union: The levels of change”. Environment; behaviour; competencies; beliefs; identity and mission all have the influence in teacher identity and are somehow interrelated. They play a role at how a person can be perceived as a good teacher or a bad teacher. The article argues that there are external factors such as environment and behaviour and intrinsic factors such as believes, competency, identity and mission that distinguish people from the label they are given of ‘good’ or ‘bad’ in the teaching profession. Korthagen in this article states that, the model of levels of change may offer a helpful framework for thinking about this question. It clarifies the variety of relevant aspects that should be taken in to account; however, it must be taken into consideration that a ‘good teacher’ will not always show ‘good teaching’: although someone may have excellent competencies, the right beliefs, and an inspirational self and mission, the level of the environment may put serious limits on the teacher’s behaviour. Qualities as empathy,

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