Multiple Views of Teaching/Learning

In the Education Studies Department at Guilford College, our teacher/learners:

Read and listen to multiple viewpoints about the profession of teaching, recognizing that ideas and decisions about learning can be seen from various points of view (Multiple Views of Teaching/Learning).

Teacher/learners realize that the study of education is complex and multi-faceted. Practicing educators are not the only ones who have defined the teaching profession. Historical, sociological, political, economic, and cultural forces have influenced characterizations of good teaching over time. It is through familiarity with these influences and placing them within the context of how they developed that preservice teachers can learn to avoid the mistakes of the past, celebrate policies they believe to be in support of teacher and student growth, and understand why some schools have instituted particular policies or practices over others. In reflecting upon what they read about and see in classrooms, preservice teachers consider the sources of knowledge about teaching practice and how they do or do not match with their personal beliefs about the teacher's role. While this sort of analysis can promote a certain level of tolerance for others' approaches, it also requires that teacher/learners make informed choices about what is best for their students in a given place and time.

1. Discovery

2. Guided Exploration

3. Independent Application

Teacher/learners are beginning to understand that teaching practices and policies have been influenced by many factors throughout history. They are aware that there are many current issues in education which are linked to particular beliefs and attitudes and they are interested in learning how some of the issues have arisen over time. Though they are just beginning to develop their skills in reflecting upon what they learn, attempt to remain objective about their analysis in the papers and exercises they are assigned. With assistance, preserve teachers can look critically at practices and policies they are asked to implement.

Teacher/learners are receptive to learning about numerous approaches toward teaching and learning and are ready to examine how those approaches were and are derived in studying educational history, curriculum, and research. They work with faculty, mentors, and peers to articulate and understand their own beliefs about various practices, waiting to pass judgment until they feel they have a thorough understanding of the teaching techniques and styles they study. They are aware of the concept of "teacher-proof" curriculum and strive to examine policies and practices critically before implementing them.

Teacher/learners are knowledgeable about many approaches to education, recognizing that those approaches have been influenced by numerous different beliefs, assumptions, and events in society. They are informed by the study of educational history, curriculum, and research to the extent that they can understand why policies with which they may not or may not agree are in place within a particular educational setting. They think carefully about implementing practices which may not be in keeping with their beliefs about what is best for their students and make decisions based upon use of many sources of knowledge in choosing how to promote learning for their students.