Today I accomplished something that I was unable to do for much of last year... read the pile of academic readings I had not actually got to reading last year. 2012 is the year of accomplishing all that I had put to the side. Last year I spent a great deal of my time being present to a range of other things that I really didn't have the time or energy to commit to my studies. This year, I have taken the approach that I need to begin my studies in earnest now. I have just read three articles: "The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change." by Mark E. Weston and Alan Bain. This article was so insightful. I found myself nodding in agreement with the work of the academics. It was very much about how in order for the 1:1 laptops in classes to be effective in reforming education, that it needed to be integrated into the pedagogical paradigm within the school. Essentially it needs to become part of the schema. If it doesn't, it will follow the path of other, previous educational reforms.
I also read an article entitled "Identify, well-being and effectiveness: The emotional contexts of teaching." This article, by Christopher Day and Alison Kingston focused on studies conducted in England, of teachers and their perceptions of work, through various stages of their professional lives and personal lives. Primarily this article defined three dimensions of identity - professional, situated and personal. At any given time, two or more of these dimensions may compete thus experiencing tensions. That is, a teacher's personal life may impact on their work life. This sounds rather straightforward, but what makes this article interesting is how this affects their identity and ultimately how this identity can impact on system wide and school wide curriculum change.
The third article I read was titled "Interrogating 'Teacher Identity':Emotion, resistance and Self-Formation." by Michalinos Zembylas. This article considered the influence on pedagogy, dealing with others who may not share the same viewpoints on teaching and learning. Essentially, teacher identity and autonomy and connections with colleagues along with fulfilment in work all makes up the teacher self. Teacher identity and self perception can have a profound impact on school wide change.
I am so pleased I got the chance to read widely today. I have three more readings to read tomorrow and then I can work on my proposal.
Exciting times!
1 comment:
Very exciting indeed! Must feel good to get stuck into the readings.
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