Contexts for Professional Practice
Contexts offor Professional Practice
Purpose and Description
This component will assist pre-service teachers in understanding a variety of contexts at the local, national, and global levels that shape teaching–related policies and practice. It is composed of multiple bodies of knowledge, encompassing both the broader contexts for professional practice and more specific contexts that guide and shape the professional practice of teachers in schools and in .the broader field of education.
By engaging with historical, philosophical, social, global, ethical, moral, legal, economic, and political, global, and cross cultural perspectives,, pre-service teachers will develop professional knowledge that enables them to exercise well-informed professional decision making and judgement in their teaching practice. In addition, beginning teachers they will be able to participate knowledgeably and critically in public dialogue about the aims, goals, outcomes, and future of schooling.
While much of what is identified in this component pertains to local and national contexts, In addition, global education will help beginning teachers to develop a sense of social responsibility by introducing a multi-disciplinary awareness of globalization and global-local connections. Beginning teachers would develop an awareness of the complexity and complication of their own location in relation to a globalized and globalizing world. Citizenship education and global citizenship education, would engage students in understanding the rights, responsibilities, benefits and burdens of sharing a world.
Given that teaching is both complex and evolving, the breadth of this component is far reaching. andIt would Topics would also includes the organization of schooling in Canada; differentiating between education and schooling; understanding how philosophical frameworks (e.g., traditionalism vs. progressivism) influence contemporary educational initiatives; contested purposes of education in pluralistic, democratic societies; knowledge of inclusive practices and policy related to diversity and equity in schools; teacher/student rights and responsibilities (including the Code of Professional Conduct and the School Act); roles (e.g., Ministry, Alberta Teachers’ Association, boards of education, etc.); relationship between teachers and the law (e.g., The Charter, Youth Criminal Justice Act); safe and caring learning environments; geographical contexts (e.g., rural, inner city, international); teachers’ work with school administrators, parents, and the community; teachers’ personal and professional lives; teacher leadership and ongoing teacher education and development.
While much of what is identified above pertains to local and national contexts, global education helps beginning teachers to develop a sense of social responsibility by introducing a multi-disciplinary awareness of globalization and global-local connections. Beginning teachers need to develop an awareness of the complexity and complication of their own location in relation to a globalized and globalizing world. Finally, citizenship education and global citizenship education, engage students in understanding the rights, responsibilities, benefits and burdens of sharing a world.
Rationale
Statement of Principles
• 1.5; 2.1; 2.2; 3.1 – 3.4; 4, Preamble; 4.1; - 4.23
Undergraduate Program Review Report
• Offer compulsory coursework in sociology, history and philosophy of education (p. 13).
• there should be more compulsory education components to adequately prepare teachers to teach in today’s diverse world (pp. 32-33)…. indepth coursework on diversity & equity (p. 13).
• Infusing foundations into the program will provide opportunities to discuss globalization and citizenship education (p. 17).
• There is no plan to engage students in discussion of teaching as a context-bound social achievement nor are there meaningful opportunities for students to process experiences collegially (p. 20).
• The program curricula require a broader view of inclusion, including cultural awareness and foundational education course/s….There are few or no opportunities for students to examine considerations of world citizenship and other worldviews…. [or to] develop [a] sense of social responsibility as teachers. (p. 21).
Teacher Quality of Standard
• 1; 2a; 2b; 2g; 2h; 2l; 2m; 2n; 2o
Other References
• ACDE Accord on Initial Teacher Education
❖ An effective initial teacher education program envisions the teacher as a professional who observes, discerns, critiques, assesses, and acts accordingly.
❖ An effective initial teacher education program encourages teachers to assume a social and political leadership role.
❖ An effective initial teacher education program cultivates a sense of the teacher as responsive and responsible to learners, schools, colleagues, and communities.
❖ An effective initial teacher education program promotes diversity, inclusion, understanding, acceptance, and social responsibility in continuing dialogue with local, national, and global communities.
❖ An effective initial teacher education program engages teachers with the politics of identity and difference and prepares them to develop and enact inclusive curricula and pedagogies.
❖ An effective teacher education program ensures that beginning teachers understand the development of children and youth (intellectual, physical, emotional, social, creative, spiritual, moral) and the nature of learning.
• Faculty of Education Academic Plan
❖ In order to be more comprehensive and inclusive in addressing Aboriginal education, the Faculty plans to infuse Aboriginal perspectives and Issues across the curriculum in the BEd program…. (p. 7)
❖ The Faculty of Education must prepare teachers to value diversity in their classrooms and to be both inclusive and responsive to the diverse needs of learners through culturally-informed pedagogy, a commitment to diversity related research, and public advocacy/service to diverse communities…. Schools today are more diverse places than they were twenty years ago. (p. 10).
• Bredo (2005)
• Beadi (1996)
• Cochran-Smith (1991)
• In addition, a similar component is reflected in the curriculum frameworks of Stanford and York.
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