Professional Development and Evolution - Term Paper Example

Professional development report 1.0 Introduction Literature is consistent in promoting that reflection is critical to effectively improving and developing teaching practice (Hillier 2012; Pollard 2005). The ability of an educator to utilise their own knowledge and gain critical reflection capabilities to contemplate teaching practice is substantially important to develop more effective teaching methodologies (Tanner and Davies 2009). Concurrently, reflection provides opportunities to better develop core competencies in educational practice whilst also serving as the underpinning for a more proficient professional equipped to successfully manage challenges with a sense of ethics, decorum, and authority. The art of reflexive practice is the foundation for promoting a continuous learning cycle that improves knowledge and comprehension about one’s own talents and professional development (Paterson and Chapman 2013). This report utilises reflective methodology to assist in creating a relevant and well-defined Personal Development Plan inclusive of key concepts of professionalism development, personal development, and the extension of professional practice. The report makes detailed comparisons between teaching pedagogy and personal teaching ideologies to determine how this impacts teaching practice and underpins future strategy development in the classroom. In order to become fully self-actualised, the achievement of one’s greatest competencies and professionalism, it is necessary to reflect on one’s strengths and weaknesses whist recognising the vast amount of opportunities to become a more competent and efficient educator. 2.0 Aspects of professionalism across the lifelong sector Professionalism in the lifelong sector is viewed from several disparate perspectives. Troman (1996) views professionalism not as a set of absolutes, but as a socially-constructed ideology which is defined through managerial competencies with an emphasis on creating positive relationships with peers and other stakeholders. Fielding (2005) asserts that genuine professionalism in the educational sector is maintaining teaching integrity. Hence, professionalism, for the context of this report, will focus on professionalism in education as being inclusive of managerial competencies with a sociological emphasis and teaching integrity. An educator’s ability to articulate social awareness as an element of professionalism is to improve engagement quality with others (Brookfield 2012). To become a competent professional in this context, it requires a pedagogy that is inclusive of an emotional approach to the social dynamics of educational practice and cultivating critical thinking in students. The quality of engagement with peers and students is critical to becoming a genuine professional, whereby a teacher should maintain a communities of practice ideology in an educational environment that is constantly reshaped and tested. Communities of practice (COP) in the educational sector are referred to as learning communities, whereby collective expertise is developed and where ideas are shared and cooperative problem-solving takes place. Through networking and collaboration with peers and students, it builds social capital sustaining a framework of shared values, trust and mutual understand that provides for more efficient collective outcomes (Huppe, Creech and Knoblach 2012). The educational sector, an efficient and innovative one, considers the benefits of networking with peers in order to foster a culture of cohesion and establishing a set of shared norms and a shared vision. Hence, in this respect, communities of practice as professional development is viewed from a foundational sociological perspective whereby the educator involved in such collaborations must maintain respect for the ideas and beliefs of others. Whilst autonomy for an individual with high degree of self-efficacy might demand more autonomy in the teaching process, true professionalism is shaped by organisational identity. The notion of professional identity is seen as maintaining an awareness of what is most important in educational practice and sharing beliefs and values that underpin effective decision-making (Higgs, McAllister and Whiteford 2009). Maintaining a positive organisational identity is closely aligned with social engineering (Campbell and Zegwaard 2011) and will likely serve as the foundation for how peers in the social network view one’s competencies and capabilities in the educational process. Looking at professionalism from the view of teaching integrity, legitimate professionalism involves maintaining an outward promotion of teaching ethics (Sockett and LePage 2002). A proper synthesis of virtue and ethical behaviours underpins the construction of a more effective dialogue from a social perspective (Colnerud 2006). The reinforcement of good values and normative social morality nurtures a more cohesive, collective human environment. With such a fundamental emphasis on building trust with members of the communities of practice ideology, trust is embodied in the illustration of ethical behaviours which foster a trustworthy collaboration (Farrell and Knight 2003). Hence, it seems it cannot be understated that becoming a true professional is maintaining the utmost stance on moral and principled judgment which will potentially underpin more effective relationships in the educational environment and foster more intention to follow the ideas and advices of the collaborating educator. 2.1 Accountability and the regulatory environment One of the largest real-world challenges in education is establishing effective accountability systems. In contemporary education, test-based accountability is one of the most fundamental methods of ensuring educator competency and quality of educational delivery. High-stakes testing to ensure accountability of imparting better curriculum-based standards, however, are not always effective in motivating teacher excellence. In this context, I view accountability from the perspective of generically assuming responsibility for performance and actions (Brundrett and Rhodes 2011). Section 5 of the Education Act (2005) provides a framework for accountability, including school inspectors that engage teachers and school governors, to determine the moral, spiritual and socio-cultural development of students against best practice standards. Compliance to criteria of the Education Act (2005) sets the tone for effective accountability in terms of the social dynamics of the educational process, ensuring that educators are providing rounded curriculum delivery with an emphasis on teacher integrity and socio-cultural learning. These and other regulations make the internal environment for education more transparent for the public interests providing honest feedback about teacher weaknesses and strengths gleaned through observation and also quantitative metrics. Hence, accountability is present in all aspects of teaching as it pertains to adhering to best practice strategies and improving engagement with the external stakeholders with a vested interest in educational learning outcomes. Therefore, accountability is embedding collaboration whilst also promoting a culture of professional educational reflection to improve teaching quality (Mourshed, Chijioke and Barber 2010). The regulatory environment which provides the framework for educator accountability points toward a more socially constructed dynamic of quality improvement as well as moral and ethical standards that drive student interaction. The educator being assessed by relevant government accountability actors will be put into a position where judgment is passed about their competencies and compliance which, in a non-compliance situation, could lead to short-term sanctions until performance has been proven in the future (Bovens 2007). Hence, systems designed to foster accountability have socio-political consequences that pose a challenge to a teacher who strives for autonomy and relies on their views of self-efficacy in an environment where government inspectors and other relevant authorities have legitimised ability to critique a teacher’s performance standards. 2.2 Quality assurance systems The INQAAHE, International Network for Quality Assurance Agencies in Higher Education, provides a very top quality benchmark and framework to ensure good practice in education. In some situations, the university may voluntarily seek to have an adherence review conducted in an effort to send a message to stakeholders and other external constituents that the organisation is complying with benchmark standards for quality. An effective review requires multiple sources of evidence, including documented feedback between administrators and the educator, results of accountability reviews, inspection of internal policy manuals, and even self-reviews conducted by the educational staff (INQAAHE 2012). These approaches facilitate reflection for the educator, which is so critical to effective educational delivery and approach, and provides the educator with a set of standards by which to mould their individual classroom curriculum strategies. Hence, an educator must realise that he or she is being monitored and expected to comply with many different regulations and standards for ensuring quality of educational delivery. Not only is the educator held accountable for their educational practice, but must also comply with the strategic intention of the higher educational institution which may, theoretically, conflict with their own inherent ideas and values. The university administration maintains absolute obligations to students and other stakeholders to ensure that the quality of educational curriculum (and approaches) comply with a set standard dictated by such organisations as the INQAAHE. Hence, there are obligations for the educator, in the contemporary learning environment, to be diligent not only about teaching direction and delivery methodologies, but adhering to a corporate governorship ideology that transcends the classroom activities. Quality assurance systems and sources of evidence for government regulatory actors will differ from one higher education institution to another, requiring flexibility and adaptability on behalf of the teacher to ensure compliance and to collaborate in a quality assurance reporting structure. 3.0 Aspects of professionalism – a personal development perspective As a specialist in the domain of psychology, it is recognised that I maintain a very high internal locus of control, whereby I maintain substantial faith in my own abilities to achieve goals and affect my environment with an emphasis on self-regulated learning; a potent view of self-efficacy (Maltby, Day and Macaskill 2007). Troman (1996) viewed professionalism as the social dynamic of effective management capacity. I find my personal self-efficacy as it relates to socially-constructed professionalism to require improvement. An individual with a high degree of self-efficacy impacts how the individual approaches their tasks and challenges and, in my personal case, will impact the extent to which I place confidence in the ability of others to affect change and create solutions to challenges in a group context. Hence, upon reflection, I strongly realise that considerable emphasis and improvement should be directed in the perspective of professional practice as it pertains to collaboration and the socio-political dynamics that drive educational communities of practice (COP) and interaction with QA and other regulatory inspectors. Psychological literature recognises the phenomenon of cognitive bias whereby an individual constructs their own subjective view of reality based on inferences and other inputs from other individuals in the social environment (Hilbert 2012). This is often coupled with confirmation bias characteristics whereby an individual seeks out sources of information that are aligned closely with their pre-existing values and beliefs whilst ignoring input that serves to conflict with these attitudes and values. Being an individual with such a high locus of control and high degree of self-efficacy, I can project that being obliged to conform with evaluative QA systems and consult with relevant inspection authorities will be a challenge psychologically. The confidence levels that I maintain for my own abilities to problem-solve and innovate in the classroom will be challenged by these approaches mandated by government and the higher education institution administrators involved in evaluation procedures. Such an instance was directly experienced during my PCGE teaching placement at Croydon College. Both as a product of evaluating my competencies as a fledgling educator and pertaining to internal, established quality assurance systems, I was on several occasions compelled to participate in interviews with administration which critiqued observed weaknesses (and strengths) of my approach to teaching. I was, at first, resistant and annoyed at the depth of critiques for issues I felt were not fundamentally important to legitimately measuring educator competency and quality. Whilst I once believed that my competency in emotional intelligence was substantial, I was rather emotionally-charged when provided with suggestions about how to improve delivery and general classroom practice. I feel that in the short-term, this eroded the quality of relationship management between myself and the administrators who picked up on this moderate level of defiance I was exhibiting. Critical and responsible self-reflection identified that I was drawing on my own cognitive biases and was only receptive to suggestions proposed that were aligned with my personal beliefs and attitudes about teaching methodologies. I recognise that to be not only an educator, but to comply to expectations for collaboration and consultation with others, I would require more flexibility and ability to be a receptive member of a collaborative organisation. This is significantly difficult for an individual with substantial self-efficacy beliefs. I have decided that exploration of socio-psychological literature proposing effective coping strategies, as one approach, would be significant in providing myself with the necessary flexibility and team-working methodologies needed to be part of an organisation dependent on communities of practice and collaboration between different power-ranked administrators. Superior self-concept related to self-efficacy can be a detriment in such an environment and would, if not analyses and corrected, create relationship management problems that might underpin poor performance evaluations and negative social engagements with important decision-makers. Additionally, as an individual with advanced training in psychology, I have a propensity to utilise psychological theories and strategies in order to foster motivation with the students that I was charged with teaching during my PCGE placement. I tend to view behaviour of students, as a product of my training in this field, as though students behave in a fashion that can be manipulated or corrected in a scientific, psychological fashion. For instance, I have personally experienced that classical conditioning is a realistic phenomenon whereby an individual can be trained to respond in desired fashion through consistent stimuli that triggers a specific behaviour (Baum 2005). I found that through simple actions enacted by me, such as sitting in a certain position or adjusting lighting at key moments, I was able to control classroom noise or spark attention responses in a consistent fashion. Whilst my propensity to utilise psychologically-based strategies to alter classroom behaviours might appear to be rather innocuous, I found that this strategy eroded legitimate interest and attention to the teaching materials and lecture strategies I employed during my placement. On more than one occasion, I overhead students maintaining sarcastic discussion about my predictability which illustrated a moderate type of disrespect toward the teacher. Whilst I legitimately recognised that my classical conditioning-oriented strategies were positively altering behaviours in my favour, I found that students picked up on these actions and thereby fostered some degree of contemptuousness which eroded the quality of our mutual and respectful relationship development. Hence, upon critical and honest self-reflection, some of my advanced training in how to manipulate and influence human behaviour utilising psychological strategies needs rethinking if I am to foster a classroom culture of respect, integrity and effective social networking. This is difficult as I legitimately value the validated psychological theories that explain human behaviour and desire, as a research-minded knowledge source in psychology, to apply these principles whenever possible as a means of justifying the field. To facilitate a more effective and mutually-rewarding classroom environment, I will require more self-control in utilising psychological strategies on students (who are actually quite sophisticated) and seek more equality in the classroom rather than relying on sly psychological methodologies to make the classroom more conducive to my own personal desires related to behaviour modification. From a different perspective, as a means of improving professionalism, I must be more willing to collaborate with peers in the organisation to problem solve and innovate new best practice teaching methodologies. Whilst I have legitimate respect for the educators that I worked with at Croydon College during my PCGE placement, I often found that teachers maintained, sometimes, unrealistic strategy suggestions and what I felt were irrational educational approaches when working with students. Disagreement, inherently, led to feelings of aggravation and a desire to be more confrontational in situations where I maintained strong disagreement about the input being provided by peers in the school environment. Hence, I began to explore conflict management strategies available in empirical studies and journals about how to manage productively in situations where disagreement and conflict were legitimate and routine constructs that impacted the quality of collaborations with others. If, currently and in the future, I am to be obliged to work in a communities of practice structure, it will be necessary to maintain better emotional intelligence and reconsider the content of feedback messages even where there is substantial annoyance or dissatisfaction with the quality of messages being delivered by COP members. How to eliminate some dimensions of my sense of superior self-efficacy whilst rethinking better communications strategies, I believe, will greatly improve the quality of relationships with very diverse colleagues and foster a more participatory team environment. Finally, a situation occurred whilst in placement at Croydon College that tested the boundaries of my perception of power distance between educator and student. As one with high confidence in my teaching abilities and knowledge, coupled with superior self-efficacy views, I tend to like to maintain control over discussion within the classroom to facilitate my vision of effective curriculum delivery to my students. Though I am absolutely respectful of student views and opinions that are presented during in-class discourse, an element of high integrity, I also recognise that the student is moderately limited as an outcome of limited education-delivered competencies and this disparity in tacit knowledge between myself and the student often underpins my desire to maintain control over discussions. During the course of my PCGE placement, I often found that students were illustrating body language behaviours which would, periodically, illustrate disappointment and aggravation with the quality of in-class discussions. Effective classroom strategies, as identified by Fuller (2007), are encouraging of student participation. In a classroom environment where there is unequal power relationships between the teacher and the student, it can establish a culture where students are hostile and discourage future participation. A quality teacher that wants to improve comprehension and attention will open regular dialogues in order to foster more interest in participation (Trede and Smith 2012). When students feel they are being evaluated or critiqued by their classroom educator, it can set a culture of non-participation which can erode comprehension and inherent student motivations. Fortunately, I had direct experience at Croydon College with how maintaining power distance between students and the educator could erode the quality of engagement with students in the classroom. Whilst giving students more participation-based autonomy is a struggle at the interpersonal level, critical reflection provided me with insight that opening better and more routine discourse (with less critique of student opinion and knowledge) could foster better comprehension and improve the quality of relationship management with my students. Utilising more elements of a sense of humour, making direct inquiries to students inviting their sentiment within the in-class lecture, and utilising positive body language have been identified as potential strategies for gaining a more mutually-rewarding classroom environment and potentially enhancing student attention. As a personal change required for more professional development, I have decided to further explore the literature on student engagement, participation and power distance as a means of becoming a more respected and competent educator. It cannot be understated that it is the absolute responsibility of the educator to improve comprehension and attention with the student population in-class. Reflection indicated that I had not considered students as relative knowledge authorities in many different domains of study and concepts, thereby I was actively dismissing and discouraging their participation in some instances. Rather than being a benevolent lecturer attempting to promote my own knowledge, I determined that it would be viable and important to make students a broader part of in-class discourse as part of the regular curriculum delivery strategies. Through this effort, I realised in reflection, I might also learn new and intriguing thoughts from very diverse young adults that likely have valid beliefs and knowledge that can assist me in becoming a more well-rounded educational professional. Perhaps it is a product of my personal self-efficacy and confidence in my own abilities and knowledge that serves as the rationale for dismissing student observations. Maintaining absolute and somewhat autocratic power in the classroom does not seem to be conducive to a productive and beneficial classroom environment and I will enact strategies to reduce this attitude accordingly as I believe it will not only improve educational delivery, but better satisfy very insightful and sophisticated students. 4.0 Extending professional practice My own specialist subject, psychology, indeed maintains its own pedagogy. The two most prominent domains of psychological include behavioural dynamics and the cognitive approach. Whilst I am more interest in the behavioural elements of student behaviour and motivation, the cognitive approach is something I have utilised more appropriately in attempting to foster attention and comprehension. I have explored more of the theories in cognitive psychology to better enhance the quality of educational delivery in the classroom and attempted to consider these dynamics when trying to foster a classroom culture of inclusion, participation, and to enhance solidifying learning. In my experiences at Croydon College during the PCGE placement, I discovered that when discourse and lecture materials conflicted with students’ inherent beliefs and values, they were less apt to retain and recall previous information provided to the students. The domain of cognitive psychology asserts that students can maintain cognitive dissonance, a phenomenon where a person’s cognitions are at odds with their inherent attitudes and beliefs. Cognitive dissonance theory illustrates that when there is disharmony between cognition and attitudes, it complicates the retention process of information and the student will seek harmony when he or she holds conflicting thoughts about a phenomenon or object (Matin and Metin 2011). As an extension of future professional practice, I considered that it might be beneficial to reduce the frustrations of cognitive dissonance in the student body by changing my approach during the introductory stages of a new curriculum introduction with incoming students. For instance, holding more informal discourse sessions whereby I gain an understanding of what underpins values, beliefs and attitudes of the students will assist in developing a teaching approach that incorporates these values and beliefs into the lesson delivery strategies. I considered that utilising attitude surveys in the first days of student-teacher introductions could assist in understanding the dynamics of what drives inherent ideologies and beliefs of students. Combined with more direct discussion about relevant social issues associated with the intended curriculum would theoretically assist me in gaining student interest and motivation toward the learning process. Such an approach would provide a framework by which I better understand what catalysts could influence frustrating dissonance whilst also allowing the students to become more informally acquainted with my own beliefs and values. I believe this would drive more trust early in our classroom interventions that would have long-term benefits of relationship management whilst also enhancing comprehension. With such a high emphasis on quality and achievement of desired educational outcomes in today’s higher education institutions, removing barriers associated with the production of cognitive dissonance could better enhance the quality of my engagement with students and improve their testing outcomes related to the delivered in-class materials. Furthermore, I am considering a membership with the Society for Human Resource Management (SHRM). In today’s educational environment, the concepts of classroom culture and human capital are closely aligned with the corporate ideologies about how best to develop talent and motivate individuals. Membership with the SHRM is low-cost and provides access to vast volumes of publications from multiple industries and sectors about how to best structure an organisation (in this case, the classroom) to facilitate a culture of participation and to effectively motivate performance. Membership further provides access to real-world HR professionals with knowledge of corporate psychology that could assist in, long-term, broadening my knowledge base about what strategies are most effective in fostering increased attention, performance and motivation. Additionally, many of the concepts that are respected in the field of psychology are relevant for the business and corporate environments, of which the students I am exposed to will eventually seek career positions at companies. I believe that by enhancing my procurement of relevant industry professionals and publications through this organisation, I will be better equipped to not only teach the fundamentals of psychology, but apply them in a meaningful way that better prepares students for their careers as organisational members where issues of conflict, human relationships, the social dynamics of structured groups, and other relevant concepts require fundamental knowledge of psychological theories and applications. Such exposure would also likely assist in professional improvements into the future that I have identified in this report, such as being more socially-competent in collaborative groups and being able to effectively manage conflict when disparity of ideas and ideologies is present. SHRM would be a valuable, long-run resource in making me a more competent educator and building an internal classroom culture of diversity, inclusion, equality and managing behaviours more effectively without using shrewd psychological strategies (such as classical conditioning) to gain a favourable response and behaviour exhibition from students. Hence, I believe that my approaches and intentions illustrate an effective and unique pedagogy. The notion of pedagogy is to view education as a science and an art form whereby the educator seeks to fully develop the capacity and skills of students using an effective methodology. It is my role as an educator to prepare students for a role in society and business in which they function effectively and productively, whilst also fulfilling mandates regarding student performance as mandated by regulatory authorities and the educational institution. I believe that extension of professional practice to achieve such a pedagogical goal is to make the learning of psychology relevant to real-world situations and environments so that the material is not only comprehended, but provides students with tangible meaning thereby enhancing its relevancy for long-term application. In society, as future adults, students are going to be met with sociological changes from very diverse individuals and psychology provides many reputable and scientifically-tested strategies by which to manage within these types of conflicts and challenges. By making the field of psychology more applicable to the real-world, I am theoretically equipping students to be more competent contributors to broader society and preparing them to handle social confrontations equipped with knowledge and stratagem necessary when interacting with others in the contemporary social environment. Furthermore, I intend to interview educators with considerable tenure in order to gain real-world, rather than theoretical, perspectives on what constitutes effective and productive teaching strategies. I believe that by gaining experience-based suggestions and strategies from existing teachers in a variety of different domains, it will provide me with tested ideas and concepts that can be incorporated to create a more successful classroom environment and set of delivery strategies. Real-world experience transcends the theoretical and therefore is a quality source of reference for an educator faced with multiple challenges in delivering an effective curriculum to students. Theory about education delivery strategies are based on unproven hypotheses and, therefore, remain a point of conjecture when an individual is attempting to assess whether such theories could incorporate a best practice methodology in teaching. Interviewing relevant educators will provide verification to untested theories and impervious evidence about what works successfully, why a certain strategy is effective, and for what type of student characteristics a certain strategy can be best applied. I believe that by consulting with the real-world educator, it will provide valuable frameworks and benchmarks by which to mould future classroom strategies. 5.0 Conclusion This professional development report identified the framework of educator accountability, compliance to regulatory influences in the teaching process, the notion of professionalism and what it constitutes in an educational environment, and the nature of quality assurance in teaching. This illustrates the environment that a contemporary educator will have to operate within and asserts potential challenges or opportunities for improving educational delivery and strategy. The report also focused on personal, inherent weaknesses as an PCGE educator and the strategies that will be employed to improve professionalism. These identified weaknesses included potent and unrealistic self-efficacy, challenges of collaborating regularly with diverse peer individuals and colleagues, maintaining too high of a level of power distance with students, and effectively managing and coping within an environment where performance is critiqued and improvements suggested by relevant educational institution administrators. My pedagogical approach is one of continuous change, whereby I can utilise multiple strategies and change-based strategies to maximise the effectiveness of educational delivery and content whilst fulfilling obligations as a teacher to make students self-actualized as future contributors to broader society. My intention to merge psychological strategies and theories with real-world scenarios and challenges, as part of the extension of future professional practice, will make me a more effective teacher and provide students with more insightful opportunities to explore psychology from more than just a theoretical lens. With assistance from such organisations as the Society for Human Resource Management and insight from real-world educators, it will provide a valuable benchmark for improving personal educational practice whilst also recognising opportunities for innovation in a way that is meaningful for achieving successful learning outcomes and enhancing student motivations. I believe, upon reflection of all of my teaching experiences and exploration of theoretical literature regarding education best practice, that my pedagogical approach to education is inventive and realistic which will provide students with a greater quality of education as a result of my efforts and intentions. It is the responsibility of a competent and thoughtful educator to not only consider their own inherent weaknesses and attempt to continuously improve them, but to recognise opportunities for enhancing the quality of education delivered to his or her students. Through this personal development plan provided in this report, I will be challenging standardisation of educational strategies and injecting a more innovative approach that is mandated in an ever-changing learning environment where modification is constantly required and where student needs fluctuate from one generation to the next. By being informed on contemporary best practice frameworks and strategies employed in the educational sector, I will be better servicing the needs of students today and well into tomorrow. 6.0 References Baum, W.M. (2005). Understanding behaviorism: behaviour, culture and evolution. London: Blackwell. Bovens, M. (2007). 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