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This document outlines the foundations and features of a teacher competency for acting as a professional inheritor, critic and interpreter of knowledge or culture when teaching students. The foundations include situating the discipline's benchmarks and facilitating student learning. Key features are adopting a critical approach, establishing links between curriculum and student culture, considering different viewpoints, and reflecting on one's own origins and role. By the end of training, students should understand content, make meaningful links for students, have critical self-awareness, and establish links with student culture. The example given demonstrates developing competencies through lesson preparation and establishing links between curriculum and student culture.

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85 views1 page

PC 1 - Fe 1

This document outlines the foundations and features of a teacher competency for acting as a professional inheritor, critic and interpreter of knowledge or culture when teaching students. The foundations include situating the discipline's benchmarks and facilitating student learning. Key features are adopting a critical approach, establishing links between curriculum and student culture, considering different viewpoints, and reflecting on one's own origins and role. By the end of training, students should understand content, make meaningful links for students, have critical self-awareness, and establish links with student culture. The example given demonstrates developing competencies through lesson preparation and establishing links between curriculum and student culture.

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FOUNDATIONS (1, 2)

To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.
FEATURES
Situates the discipline's basic benchmarks and points of understanding (concepts, postulates and methods) in order to
facilitate significant, in-depth learning by students.
Adopts a critical approach to the subject matter.
Establishes links between the secondary culture set out in the program and the secondary culture of the students.
Transforms the classroom into a cultural base open to a range of different viewpoints within a common space.
Casts a critical look at his or her own origins, cultural practices and social role.

LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to:
understand the subject-specific and program specific knowledge to be taught, so as to be able to promote the creation of
meaningful links by the students;
exhibit a critical understanding of his or her cultural development and be aware of its potential and limitations;
exhibit a critical understanding of the knowledge to be taught, so as to promote the creation of meaningful links by the
students;

Establish links with the students' culture in the proposed learning activities.

How have I developed this competency during this course or professional seminar/field experience?

In order to develop the first feature of competency 1: Situates the discipline's basic benchmarks and points
of understanding (concepts, postulates and methods) in order to facilitate significant, in-depth learning by students,
I took time during the first few days of my field experience to study the textbook/ review the topics being covered in
the classes I was observing/intending to observe. By familiarizing myself with the course content I was able to
effectively aide my co-operating teacher (CT) in answering students questions, planning future lessons, and assist
with lunch and after school tutorials. By making this effort I hoped to be able to promote the creation of
meaningful links by the students.
On many occasions my CT allowed me to begin a lesson, providing me with the opportunity to take control
of the class, review the previous lesson, and introduce the lesson to come. Here I worked on developing feature #3:
Establishes links between the secondary culture set out in the program and the secondary culture of the students.
My current level of mastery: Thorough

Attach additional sheets if necessary.

WHAT IS MY CURRENT LEVEL OF MASTERY? (CHOOSE ONE)*


ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Use the features of the competency (listed above) and the professional competency rubric.
Name __Fionna Spence_______________________________________

ID _____260472604__________

Date: ___May 14, 2012_______________ Course Name & Number (e.g. EDEC 253) _EDEC 201-002____
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.

PS/FE level (circle one) 1

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