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Conceptual Framework

This is an example conceptual framework for a philosophy of teaching. It can provide students with key concepts and terms that can be used when writing a teaching philosophy.
by

Tedi Gordon

on 3 June 2015

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Transcript of Conceptual Framework

Disciplinary Knowledge
Assurance that teacher candidates
are knowledgeable in their chosen
fields.
Preparation
of the
Reflective
Practitioner

Socially-responsible Citizen
Commitment to Educating
Communities

Student-centered Learning
Diversity of learners and learning

Appropriate and motivational experiences

Inclusive learning environment

Supportive collaboration
Professional Knowledge
Reflective Practitioner

Critical thinking & reflection

Learn from experiences

Move from routine activity to intentional action
Implementing Theory as Practice
Reflective Thinking
Make sense of situations
Time between thought
and action
Interaction with others
Value personal
& intellectual growth
Preparation
for
Reflection
Know
the learner

the content

instructional methods
Take Action
1. Examine assumptions
2. Act intentionally
3. Consider student
perspective
4. Value learning
uniqueness


Constructivism
(Piaget & Vygotsky)
Learners construct and reconstruct from their
experiences in order to make sense of their environments.

Multiple Intelligences
(Gardner)
There is more than one
way of processing information.

Empowered Learning
(Freire)
Learning is a continuous process that begins
with action and is shaped by reflection that
results in the ability of learners to become
change agents.
Mutual Humanization
(Freire)
Relationship between teacher and student
is one of mutual respect, interdependence, and understanding.
Progressivism
(Dewey)
The goal of education is two-fold: learn from experience and prepare for full participation in a
democratic society.
Broad, general
foundation
in chosen field
Depth of knowledge
and expertise
in a specific field
Importance

Make pedagogical decisions
Use technological applications
Tap into cognitive and emotional intelligence

Structure of Knowledge
(Shulman)
1. Theories
2. Principles
3. Concepts

Teachers must have knowledge of subject matter in order to use it in their practice.
(Ball & Bass)
Understanding Subject
Matter
1. Create cognitive
maps
2. Relate ideas
3. Address
misconceptions
Make the disciplines accessible and meaningful
Connect concepts and use different perspectives
Engage learners in
critical thinking,
creativity,
collaborative
problem solving
Pedagogical Knowledge
Plan instruction 1. content areas
that supports 2. cross-disciplinary
student learning skills
using: 3. pedagogy



Plan Instruction
Use knowledge of community and learners
Include a variety of instructional strategies
Multiple methods of assessment
1. Engage learners in personal growth
2. Monitor the learning process
3. Guide decision-making
Framework for Professional Knowledge
21st Century Learning
core subjects
creativity
innovation
critical thinking
communication
collaboration

information
media
technology
flexibility
adaptability
initiative
self-direction
social skills
productivity
accountability
leadership
responsibility
Key Concepts
Inquiry-based
Learning
Technological
Innovations
Problem-based Learning
Self-regulated learning
Differentiating Instructional Processes
Learning Preferences
Instructional Scaffolding
Vygotsky
INTASC Standards
National Organization Criteria
INTASC Standards
INTASC Standards
Facilitates opportunities for teamwork & cooperation
Studies civic
liberties &
participates in citizenship
Ponders
ethical
questions
Teaches a
democratic life
Engage in professional learning
Use evidence to evaluate practice
Examine effects of choice & action
Adapt practice to meet needs of learners
Seek leadership roles to advance the profession
INTASC Standards
Social Justice Paradigm Beliefs
Education is the vehicle for social mobility
The framework includes equity, agency,
cultural relevance, and critical literacy.
Equal educational opportunities for all students.
Professional Dispositions
Pragmatism
-action-oriented
-experientially
grounded
- problem solving
around contemporary
issues

"The pragmatist logic he (Dewey) poses is individual, always social, and ideally democratic. The general idea is that people use their powers of inquiry to determine consequences and thus ‘working answers’ to problematic situations that they share. In these processes individual experience is aggregated for benefit of a social order. And inquiry begets further inquiry (Foley, 2011).
Culturally Responsive Teaching
Culturally responsive teaching encompasses using the cultural knowledge, prior experiences, and performance styles of diverse learners to make learning more appropriate and effective for them(Gay, 2000).
Philosophy of Teaching
Conceptual Framework
Key Concepts and Terms
Full transcript