Summary
My expectations of going into professional experience are relatively daunting, as I have never experienced school from a teacher’s perspective and I have not been apart of a school community for several years. Immersing myself in the school culture and being apart of a diverse group of students and peers whilst undertaking my first professional experience, will advance my growth in establishing my professional identity. As I am expecting to develop my professional identity, being in the school context will allow me to implement the content I have been learning in my time at University and further understand my responsibilities as a pre-service teacher. ‘All teachers, whether in the first or last year of their career, need to understand and act on their legal obligations in the course of their work’ (Churchill et al., 2013, p. 573).
My personal philosophy of teaching is in view myself as a qualified teacher. I am aware I won’t become the teacher I envision to be within the time frame of my first professional experience, however I do view this as an opportunity to apply the theory of education in a practical context. I believe my expectation of this professional experience will impact my growth in this field and help me to achieve my personal goals that align with the Australian professional standards for teachers (APST).
My goals for my professional experience correlate with the requirements of a pre service teacher, as set out in the Australian Institute for Teaching and School Leadership (AITSL) standards and are embedded my outlook and goals. As I am committed to follow the AITSL standards and I will be assessed accordingly. I have understood the performance outcomes and expectations of APST and made the guidelines and expectations my personal goal and standard of achievement to accomplish. The goals I have set for myself will help me to focus on the process of teaching in the classroom context and will align with my goal to achieve and develop my professional identity as a teacher and to allow clear guidelines for my mentor and myself reflect on the lessons I teach. This will utilise the time allocated to this professional development and this will help me to advance my teaching practice and shape my pedagogy. ‘Setting goals, as part of the performance and development process ensures improvements in practice are focused, challenging, and aligned to professional need and context’ (aitsl, 2017).
Engaging in a professional experience will enable me to calibrate the information I have been studying, and allow me to apply the theory of teaching into practice. Being in a school context will allow me to experience my responsibilities as a pre service teacher regrading child protection awareness, anaphylaxis training or duty of care as it is a legal obligation pre services teachers are required to perform.
I am looking forward to immersing myself in the school context, creating a foundation for my pedagogy and developing my professional identity as a teacher in my first professional experience.
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My personal philosophy of teaching is in view myself as a qualified teacher. I am aware I won’t become the teacher I envision to be within the time frame of my first professional experience, however I do view this as an opportunity to apply the theory of education in a practical context. I believe my expectation of this professional experience will impact my growth in this field and help me to achieve my personal goals that align with the Australian professional standards for teachers (APST).
My goals for my professional experience correlate with the requirements of a pre service teacher, as set out in the Australian Institute for Teaching and School Leadership (AITSL) standards and are embedded my outlook and goals. As I am committed to follow the AITSL standards and I will be assessed accordingly. I have understood the performance outcomes and expectations of APST and made the guidelines and expectations my personal goal and standard of achievement to accomplish. The goals I have set for myself will help me to focus on the process of teaching in the classroom context and will align with my goal to achieve and develop my professional identity as a teacher and to allow clear guidelines for my mentor and myself reflect on the lessons I teach. This will utilise the time allocated to this professional development and this will help me to advance my teaching practice and shape my pedagogy. ‘Setting goals, as part of the performance and development process ensures improvements in practice are focused, challenging, and aligned to professional need and context’ (aitsl, 2017).
Engaging in a professional experience will enable me to calibrate the information I have been studying, and allow me to apply the theory of teaching into practice. Being in a school context will allow me to experience my responsibilities as a pre service teacher regrading child protection awareness, anaphylaxis training or duty of care as it is a legal obligation pre services teachers are required to perform.
I am looking forward to immersing myself in the school context, creating a foundation for my pedagogy and developing my professional identity as a teacher in my first professional experience.
.
