Running head: EDED11454 Education as a profession 1

Central Queensland University

Rachael-Lyn Anderson

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Education as a profession-EDED11454

Assessment Task 1: Reflective Autobiography

Susan McKee

14th April, 2020

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Introduction

Teaching is all about making a lasting difference and impacting on a child’s entire

schooling experience. A teacher’s role is strongly influenced by their values and beliefs, thus

derived from personal experiences, social, cultural and economic changes, impacting on a

teacher’s professional identity, and a guide to decision-making and subsequent action

(Buaraphan, 2011). My autobiography will reflect on my personal experiences in educational

settings and explain how my beliefs have been shaped about teaching and learning. My past and

my newly found knowledge has helped me to create a metaphor depicting and explaining the

roles of teachers as Tour Guides. I will then analyse recent social, cultural and economic impacts

on education and identify professional learning goals in response to these impacts.

Personal experiences

My beliefs about teaching and learning have been shaped by negative and positive experiences

from both primary and secondary school. My most influential experience was in secondary

school was my favourite Japanese teacher, who could be described as warm, gentle, calm,

approachable, inspirational, yet firm and strict. During secondary school, I would spend every

Tuesday afternoon in the Japanese room, where the teacher taught a diversity of students about

the Japanese Culture and Language using a non-didactic method of teaching by encouraging

students to participate through games, activities, cooking and eating Japanese cuisines. During

my last two years of secondary school, my Japanese teacher encouraged me to attend work

placement at a variety of primary schools. It was during my time on placement where my interest

in teaching grew through teaching primary students. During my final year of secondary school,

the Japanese teacher had to teach a large cohort of Year eleven and a small cohort of Year twelve
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students together at the same time. For the most part, classroom management was focused on the

Year elevens with the new curriculum. Being in year twelve it was expected of me to learn

independently using my prior knowledge. I knew that she was there for support if I needed it. I

believe this teacher demonstrated rememberable teaching qualities, thus being the four themes of

qualities of a “good” teacher, personal qualities of teachers, teaching as a relationship, teaching

and learning and classroom management (Furlong, 2013). With this teacher’s caring, nurturing,

and enthusiastic demeanour, I now feel more confident and capable of achieving dreams of

becoming a teacher (Beltman, Glass, Dinham, Chalk, and Nguyen, 2015).

With these experiences in mind, I now consider the two beliefs I obtained about teaching and

learning. The first belief is meaningful learning. When students learn from their own experiences

with the guidance of a skilled teacher’s support, students now hold the potential to confront real-

life problems, make choices and find solutions. From these, students can build their

independence, develop ownership of learning as well as invaluable confidence and self-

motivation, preparing students for personal and professional success later in life. The second

belief is prior knowledge. Without prior knowledge, it is not possible to gain new knowledge

without having some structure developed from prior knowledge to build upon.

One experience from schooling that I believe challenged my beliefs about learning and

teaching was my year seven teacher. The teacher in question negatively placed values on the

recognition of individuals differences. This teacher at one point told me in front of my

classmates “Individuals with disabilities can never become teachers”. I felt marginalised and

very doubtful in my abilities to reach my potentials. The humiliation and doubt has stayed with

me and now informs my desire to respect and value individual differences. By reflecting on the

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teacher, I would like to be, I acknowledge that my year seven teacher holds little importance in

shaping my professional identity. My belief from this experience is that individual differences

should be valued. I want to create an environment where students are aware of and accepting of

themselves as they are. Everyone should be treated equally as individuals with no homogeneous

manner.

Metaphor of a professional educator

The metaphor I believe depicts teachers’ complex roles is that of Tour Guide” (Appendix

A). Learning is like a journey; students are the travellers and teachers are the tour guides that

provides map to the destination. Tour guides are used in travelling to explain the fascinating,

foreign sights being experienced. The information they possess and stories they share are used to

encourage tourists to see what mesmerizing in the world is. Tour guides encourage others to

explore on their own, ask questions, and interact actively with their environment. As teachers, it

is our job to guide students on the right path, allowing them to work towards developing

ownership of their learning (Northcote, and Fetherston, 2006). Like tour guides, teachers need to

consider the following:

 Knowledge: Fraser, (2012) States the “depth of knowledge is a two-edged sword”.

Knowledge of a subject is essential to providing a solid foundation. Tour guides not only

have extensive knowledge of their subject, they share the knowledge of the matter in

length and in detail. Similarly, teachers have knowledge of curriculum and subject

matter, instructional planning and strategies and diverse students (Mohamed, Valckle and

De Wever, 2017).

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 Responsibility: Tour guides have a responsibility to the group they are leading,

responsibility to the safety and learning of the tourists. Teachers have a responsibility to

teach and engage students into learning, assess and help students with large and small

issues, the safety of students, and the parents and schools’ expectations.

 Guidance: The role of a tour guide is to guide groups through a journey to reach a

destination. Teaching is to guide students on the right path with support to reach their

destination on their own. The role of teaching focuses on enabling students to learn more

on their own to improve the possibilities that each student can realise their potential

regardless of their situation in life (Corrigan, 2016).

 Designing a stimulating work environment: Tour guides wants tourists to enjoy, see

and understand what the world has to offer. They use their information and stories to

design an itinerary suited for learners of all ages and cultures. Tourists who remain

passive on their ‘trip’, have sharply limited learning as well as enjoyments of the

experiences. Teachers want students to enjoy this journey of learning and to achieve this

they need to design lessons that will suit all students as well as encouraging them to learn

more and ‘gets more’ out of the experience.

 Adaptability: Tourists in groups will move at different speeds, engage in different

experiences, and some will only be interested in certain aspects. Likewise, teachers adapt

their practices to cater and meet the individual learning needs, interests, and styles for

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the students in the class, providing differentiation, scaffolding learning, responding to the

strengths and needs in order to reach their full potential (Mohamed et al, 2017).

No tour guides are the same, each tour guide has their own style, just like teachers have their

own teaching styles, bring into the classroom their own different beliefs and values and

knowledge. Each individual teacher will add their own personal touch in the way they guide and

build on professional knowledge for the education system within and beyond schools (Frost,

2012) for the social, cultural and economic changes in the 21st century.

Impacts on Education

Social, cultural and economic changes impact on Australian education, particularly

responsibilities, inclusive education and providing basic needs for students, thus improvements

for the families (Churchill et al., 2019, p. 46).

Socially, the increase in homelessness, drug abuse and domestic violence within the

communities’ impact education (Skilbeck, & Connell, 2004). The exposure of children to

domestic and family violence has a range of negative effects, including poor mental wellbeing,

educational outcomes, a range of behavioural issues and trauma. In Mission Australia’s Youth

Survey (2018), 10% of young people were personally concerned about domestic and family

violence. Teachers have a responsibility to provide a safe and supportive environment, they also

have an ethical and legal responsibility to report any child protection concerns to the authorities.

In this decision making teachers are guided by department student protection procedures

clarifying the responsibilities necessary for mandatory reporting under the Education (General

Provisions) Act 2006 (Qld) and the Child Protection Act 1999 (Qld) (Department of Education

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and Training, 2020). A risk factor associated with domestic and family violence is poverty and

trauma.

An economic change is a rise in low-income families and poverty and trauma. More than

one in six Australian children and young people are living in poverty (Davidson, Saunders,

Bradbury, & Wong, 2018). With families experiencing financial disadvantages, children can fall

behind in learning due to limited access to books and learning materials, clothing, as well as

students attention skills and their ability to self-regulate, thus students can be years behind in

reading and math than their high Socio-economic status counterparts. (Smith Family,2020). This

has differing impacts for teachers, including student’s disengagement in learning, classroom

management and students behaviours, inadequate stationery, and resources, lunch, uniforms, and

participation in activities. In response, if teachers and schools often provide students the basic

needs such as lunches and stationery, the behaviour of students is unlikely to be problematic

(Churchill et al., 2019).

Australia is one of the most diverse nations in the world, culturally and linguistically

(Churchill, et. al., 2019). Migrants, Indigenous, and Torres Strait Islander students are all English

as an Additional Language or Dialect Learners (EAL/D). EAL/D learners speak languages other

than Standard Australian English as their first language/s. Around 893 young people reported

speaking a Language Other Than English at home in Queensland (Mission Youth Australia

Survey-2019). EAL/D learners can face several challenges in English speaking schools. These

consist of; frustration learning another language, unfamiliarity with accepting routines and

knowledge, difficulty interpreting information, periods of silence, and discrimination. Students

can feel marginalized. The implication for teachers as the Government's Multicultural Access

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and Equity Policy ensures programs and services meet the needs of all Australians, whatever

their cultural and linguistic background (Australian Government Department of Home Affairs,

2017, p.11).

Professional learning goals

By reflecting on my previous experiences that shaped my beliefs about teaching and

learning, I have compiled a list of personalized, yet professional learning goals intended to

respond to the recent social, cultural and economic changes that have an impact on teachers.

These includes:

• Plan and teach lessons designed to meet the needs of EAL/D learners from the

Government’s Multicultural Access and Equity Policy. (Australian Government Department

of Home Affairs, 2017, p.11)

• Learning and understanding more about poverty and trauma to build stronger

relationships and provide support to help create better futures for students. This can be by

providing resources and materials to students who do not have any or have limited supply,

provide breakfast and lunch options through the school’s tuck-shop. Put money aside so students

can pay for excursions, trips, and activities. Act as a counsellor, friend and ‘parent’ for students

who do not have the support.

• Create a productive and harmonious school and classroom learning environment

where both students and teachers feel included, supported and positive about themselves

(Churchill et al., 2019).

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• Being aware of diversity and understanding how to effectively and successfully

teach it to students. Create calendars celebrating different holidays of cultures. Host cultural fairs

and field trips. Create and organize cultural clubs.

• Keeping up to date with relevant social, cultural and economic changes.

Conclusion

Teaching is all about making a lasting difference and impact on a child’s entire schooling

experience. Just as personal experiences help shape teacher’s values and beliefs, my personal

experiences have helped shaped my beliefs about teaching and learning. Through creating my

metaphor of “teachers as Tour Guides”, I have collected aspects of teaching that I believe depict

and explain the complex roles of teachers. From this assignment I have learned about the

importance of recent social, cultural and economic changes can have on education and the

decision making of teachers.

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References

Beltman, S., Glass, C., Dinham, J., Chalk, B., & Nguyen, B. (2015). Drawing identity:

Beginning pre-service teachers’ professional identities. Issues in Educational Research

25(3), 225-245.

Buaraphan, K. (2011, July). Metaphorical Roots of Beliefs about Teaching and Learning Science

and their Modifications in the Standard-Based Science Teacher Preparation Programme.

International Journal of Science Education, 33(11), 1571–1595 doi:

10.1080/09500693.2010.528462

Corrigan, D. (2016). What is the role of the teacher? Retrieved from

https://theconversation.com/what-is-the-role-of-a-teacher-64977

Churchill, R., Godinho, S., Johnson, N., Keddie, A., Letts, W., Lowe, K., … Vick, M. (Eds.).

(2016). Teaching: Making a Difference (3rd ed.). Milton, Queensland: John Wiley &

Sons Australia, Ltd.

Davidson, P., Saunders, P., Bradbury, B., & Wong, M. (2018), Poverty in Australia, 2018.

ACOSS/UNSW Poverty and Inequality Partnership Report No. 2, Sydney: ACOSS.

Retrieved from https://www.acoss.org.au/wp-content/uploads/2018/10/ACOSS_Poverty-

in- Australia-ReportWeb-Final.pdf

Department of Education and Training (2020). Policy and Procedure, Student Protection.

Retrieved fromhttp://ppr.det.qld.gov.au/education/community/Pages/Student-

Protection.aspx

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Ewing, R., Kervin. L., Glass, C., Gobby, B., Le Cornu, R., & Groundwater-Smith, S. (2020) So

you want to be a teacher! Working in a Changing Context, in Teaching: Dilemmas,

challenges, and opportunities (6th ed.). South Melbourne, VIC: Cengage

Fraser, D. (2012). The work of artistry of teaching. In C. McGee, & D. Fraser (Eds.). The

professional practice of teaching (4th ed., pp. 55-75). South Melbourne, VIC: Cengage.

Frost, D. (2012). From professional development to system change: Teacher leadership and

innovation. Professional Development in Education, 38(2), 205-227.

https://doi.org/10.1080/19415257.2012.657861

Furlong, C. (2013). The teacher I wish to be exploring the influence of life histories on student-

teacher idealized identities. European Journal of Teacher Education, 36(1), 68-83.

Groundswater-Smith, S., Ewing, R., & Le Cornu, R. (2011). Teaching Challenges and dilemmas

(4th ed.). South Melbourne, VIC, Australia: Cengage. Retrieved from CQUniversity e-

courses, EDED11454 Education as a Profession

https://moodle.cqu.edu.au/pluginfile.php/1074268/mod_resource/content/1/Groundwaer-

Smith%20reading.pdf

Mohamed, Z., Valcke, M. & De Wever, B. (2017). Are they ready to teach? Student teachers’

readiess for the job with reference to teacher competence frameworks, Journal of

Education for Teaching, 43(2), 151-170. doi: 10.1080/02607476.2016.1257509

Northcote, M. & Fetherston, T. (2006) New metaphors for teaching and learning in a university

context, in Critical Visions, Proceedings of the 29th HERDSA Annual Conference,

Western Australia, 10-12 July 2006: pp 251-258.

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Skilbeck, M. & Connell, H. (2004). Teachers for the future: The changing nature of society and

related issues for the teaching workforce. MCEETYA. Retrieved from

http://trove.nla.gov.au/version/166841546

Snowman, Dobozy, Scevak, Bryer, Bartlett & Biehler. (2009). Psychology applied to teaching.

Milton, QLD: Wiley.

The Smith Family, (2020). Poverty in Australia. Retrieved from

https://www.thesmithfamily.com.au/poverty-in-australia

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Appendix A

https://www.middleweb.com/35097/are-you-a-tour-guide-teacher-or-co-explorer/

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