The impact to the individual's participation in staff development Essay

The reach to the individuals participation in supply ripening - Essay ExampleFinally, two sections examine the theories of Hallinger and Kantamara (2003) and Bolom and Turner (2003). The prey of this literature review is to critically analyze the report whilst keeping the dissertations objective, identified problems and aim or research questions as a guide. Further, the need for further research from new questions that pass on arise from this review will justify the need of the dissertation on the subject of why individuals ask difficulties participating in staff development. Section I - Quality Education The fundamental question asked concerns education in the 21st blow and challenges both future appropriateness of the educational system and its deli precise. In reality, the 21st century is something we know very little about, as we are only just 10 years into this century and the new millennium. The future is unkn possess and therefore one can only forecast, project and e xtrapolate as to what might be, ground on what is already know. Ideology in education is an evolutionary process. Dominant views on education have influenced teachers for decades. For example, goals to provide equal opportunities and use of young people as a resource for the nation were initiated in from post-war years up to the early 1970s as part of economic expansion. Similarly, the Plowden Report supported child-centred didactics methods to focus on the unique development of each child, becoming known as progressivism. This ideology is open Romanticism, which also values diversity and individual difference. In the early to mid-1970s, standards were said to have regressed (Black written document) because curriculum design and organization lacked rigor. In response, the ideology of Educational Conservatism was introduced which emphasized the transmission of schematic social values, knowledge and culture through a subject-orientated approach, as stated by Pollard & Tann (1990 p 40). The severe teacher would reflect on such ideologies and extract the wheat from the chaff to improve his own approach to teaching. While such pragmatic values seem promising in theory, the reality of the slip is such that teacher training and curriculum development must develop more objective pith of understanding. While the good teacher should have a thirst for continual improvement, this best occurs within an objective framework. As previously mentioned, I personally self-assess my own performance at the end of each lesson. If a lesson has been observed or I have been using classroom assistants, I actively seek their shaping criticism, as I want to be become not only a good teacher but a first class one. Such self-reflexivity is best supplemented with the university model. Pollard & Tann (1990 p 14) state virtual(a) experience and related discussions at university seem to be more powerful influences for PGCE students on their professional development than their subject s tudies. In attempting to become a first class teacher, I found this to be systematically accurate. I am always willing to learn from experienced professionals and lectures. When not teaching, I use the season to observe others to learn valuable experiences. I found my university workshops an excellent source of ideas and an excellent forum to function and learn the best practices. The question to be asked is not what is the reason for education? but is it a good education? A good education should seek to