Connections to the Literature of Professional Development

Critical reflection is an essential part of the process of creating a teaching portfolio, as it allows for a deeper appreciation of the artifacts by both the owner and viewer of the portfolio. Brookfield (2006) stated that critical reflection is integral to skillful teaching because it allows us to model critical thinking for our students, act based on more well-grounded assumptions and make our teaching more dynamic. In my teaching philosophy and personal teaching metaphor, I have attempted to incorporate what I have learned as a student, a practitioner, and colleague of adult education.

My philosophy represents the culmination of my learning and practice, thus far; however, it is an ever-evolving entity which will mirror my continued change and growth. This change and growth will include but not be limited to: “passion, hope, doubt, fear, exhilaration, weariness, colleagueship, loneliness, glorious defeats, hollow victories, and, above all, the certainties of surprise and ambiguity…” (Brookfield, p.1).

I first encountered the concept of professional metaphors in a personal inquiry assignment in the Bachelor of Education program. I have revisited it here because it speaks about my reflections on the relationship between the educator and the learner. My metaphor was designed in response to Daley’s (2001) study of professional metaphors. Daley’s work identified a hummingbird metaphor for educators which did not completely speak to my practice. Thus, using this as my starting point, I created the metaphor of a symbiotic eco-system which encompasses my most fundamental beliefs about the learner-educator relationship.

Although the teaching profile contains much of the same information as my resume, the rationale behind including both is to provide some critical reflection about how I felt and was changed by these different positions.

By assembling and publishing these pieces in this fashion, I hope to share my experience, and knowledge while interacting with critical friends. A critical friend is defined as: “ a trusted person who asks provocative questions, provides data to be lens, and offers critique of a person’s work as a friend” (Costa & Kallick 1993, p. 50). As this portfolio has been placed on the internet, the people viewing my portfolio will be combination of known and unknown persons. However, it is my hope that people will offer their constructive feedback and critiques as friends.

I have explored the concept of critical friend using three methods to accommodate different personal preferences. First, I have included my email address, so that people may contact me privately. Second, I have added a guest book where people may leave comments and feedback. Finally,I have created a blog to venture a little deeper and maintain an on-going dialogue about teaching, learning and professional development. This also allows those who are more interested to become more involved.

Because of the varied learning and teaching experiences I have had, my teaching philosophy reflects the integration of several different theories. Self-directed and learner-centred instruction are an integral part of adult education (Cranton, 2000). This fits well with my practice as the learners that I work with come from a myriad of backgrounds. By acting as a facilitator of learning, I am able to guide their learning regardless of background, and meet their individualized needs. Furthermore, some of these adults learners are vulnerable persons who have been denied basic human rights in their home or other countries. For this reason, empowerment becomes crucial.

The neutrality of education and its inherent ability to equalize differences have been challenged by holistic and Freirian perspectives which see language and power as inseparable (Dewey, 1966, Freire & Macedo, 1987).

Freire & Macedo (1987) took this further and claimed that: “...to be literate is not to be free, it is to be present and active in the struggle for reclaiming one’s voice, history and future.” (p. 11) Thus, allowing the learner to exert control over the design and direction of the learning process can help to restore the balance of power. A holistic process that considers each facet of a learner and facilitator will be of greatest benefit, as well as allowing the whole being to be nurtured.

From a Vygotskian (1978) point of view, collaborative or guided work has the potential to reach the highest level within the Zone of Proximal Development (ZPD). The ZPD is a continuum with the learner’s independent abilities on one end and the same learner’s abilities when scaffolded by a facilitator/teacher/peer on the other. Social interaction between these two people is the key to progress within the ZPD.

References:

Brookfield, S.D. (2006). The skillful teacher. San Diego: Jossey-Bass.

Costa, A. & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership. Vol. 51, No. 2, pp. 49-51.

Cranton, P. (2000). Planning instruction for adult learners. Toronto: Wall and Emerson, Inc.

Daley, B. (2001). Metaphors for professional learning. Advances in Developing Human Resources. 3. pp. 322-332.

Dewey, J. (1966). Democracy and education. New York: The Free Press.

Freire, P. & Macedo. D. (1987). Literacy: Reading and word and the world. Massachusetts: Bergin & Garvey Publishers, Inc..

Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.