The book offers a concise guide on how personal and professional development allows educators and facilitators to conduct their teaching activities effectively by drawing on their experiences as learners. The transformational theory of learning and education imparts an adept understanding of one’s perspectives with regard to development of adult educators. Self development entails a wide array of actions and changes in perceptions. In order to achieve the most fundamental self development, teachers’ reflection is exemplified. When seeking to attain the highest level of critical reflection, educators require to move well beyond the notion of sheer acquisition of new understanding, knowledge and skills and focus on question conventional assumption, perspective and norms (Cranton 1996, 76). Self development, especially critical reflection centers on a number of distinct elements. These are analysis of existing assumptions, imagination based on speculation, reflective skepticism and contextual awareness. The ability of educators to reflect critically on their own experiences and integrate the knowledge gained from these experiences is the epitome of self development. An adult learner such as an educator must take action on the insights provided by critical reflection and devise new ways of dealing with matters separate from their previous actions, which were dictated by their assumptions. Critical reflection is the process through which adult learners assess and pinpoint the assumptions that govern their actions by locating the assumptions’ cultural and historic origins, and establish distinct models of behavior. Effective critical reflection must, therefore, challenge the existing political, cultural, social and professional ways in which educators act. Through the process of critical reflection, personal and professional development emerge because adult learners are able to interpret and formulate entirely new knowledge and actions as a result of the ordinary or extraordinary reflective experiences. Critical reflection blends into self development as it affirms the essence of learning through experience with regard to both technical and theoretical learning modules as learners are able to form new behaviors, insights and knowledge constructions (Cranton 1996, 119). This is because learning through critical reflection mechanisms allows for creation of new understandings by appreciating the political, social, professional and ethical assumptions that preciously constrained development and effective learning. In order to become a transformative learner, one has to appreciate all the aforementioned constraining assumptions that supported previous actions and admonished the prospect of change. As a strategy of self development, critical reflection of constraining assumptions maintains intellectual and professional growth and improvement by allowing one to comprehend and appreciate the necessity of both personal and system change. This is because reflection is a learning tool that directs and informs the practice and method of teaching for educators by providing the right framework for the selection of appropriate alternative in the practice of teaching. In addition, transformative learning furnishes educators with the right knowledge sets to reconstruct
Reaction Paper to Patricia Cranton's Book Name: Institution: Reaction Paper to Patricia Cranton's Book Patricia Cranton’s book speaks to the focus teachers have on their student’s learning and development. While adult educators focus a great deal of their attention on learners, especially adult learners, the teachers pay little or no attention to their individual learning…
Behavior as something that is observable was never analyzed as a separate and important constituent of psychology in the initial phases of this discipline. However, behavior found its due place in treatises of psychology since the beginning of 20th century and has since been occupying a central place in the entire framework of psychology as an independent field of enquiry.
The article mentioned that “of all the cognitive and neurosciences, DCN is probably the field with the most scope for practical and clinical application.” For me, this is something significant because it could lead to early diagnosis of several mental disorders especially among infants.
Despite of several tough immigration laws, acts and amendments, immigrant population rates continued to increase during the 19th and 20th centuries. As 32nd president of the United States, Franklin D. Roosevelt said, “Remember, remember always, that all of us .
The rationale for this research is to identify the children suffering from autism ; to make the parents as well as teachers part of a learning community which will help the students learn in a better way by overcoming autism. Autism may be defined as a disorder of the neural development which is usually characterized by impaired social interactions and communications.
It follows that preparing high-class professional development starts by examining student learning needs and classifying the teacher’s skills and knowledge needed to tackle those learning needs. The proposed outcomes of a teacher’s Professional Development Plan are revealed in terms of improved professional practice, but the long-term objectives and goals should always center on improved student outcomes (Darling-Hammond, 1999).
However, in this paper we are only going to focus on two chapters, that is, chapter five and six.Notably, we are going to give a decisive evaluation of these sections in the subsequent sections of this text.
Through reading of the research articles, the article was full of Social aspect of human life from good social work practices to evidence-based practices and policies that try to eliminate social conflicts of human life. The articles were full of social work theories, concepts and themes that provoked learning changes and interaction of ideas were realized through reading of the articles.
4 pages (1000 words)Research Paper
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