Becoming a teacher: Influences of policy and professional issues on teacher development and identity
Introduction
Education , if well-structured promotes social justice in society by levelling the playing field so that one’s hard work and dedication counts for something more than their resources and connections.
An excellent education unlocks opportunity, enabling children from all backgrounds to shape their own destiny regardless of their location or background, ability or needs., Every child and young person in this country deserves a world class education that allows them to reach their full potential and prepares them to succeed in adult life. (Department for Education, 2016)
In his study of the history of initial teacher education Robinson (2006, p.19) argues that teacher education is fraught with tensions. These present themselves via a number of on-going debates about the skills and professional knowledge needed to become an effective teacher, the balance between theory and practice in both the training and teaching process; the diversity of routes into teaching and their associated training; and the increasing government control of teacher education.
Review debates central to own professional context
Analyse notions of curriculum, social and cultural diversity, equality of opportunity and inclusion in own context
Discuss concepts of reflective practice and debates its role in teacher professionalism
So what should the teacher be learning when engaging in reflective practice?
Evaluate the development of own values and dispositions during the period of teacher identity formation.
In the 2010 white papers: The Importance of Teaching (DfE, 2010) and The Case for Change, teaching is described as a “craft”.