The impact to the individual's participation in staff development Essay

The impact to the individuals participation in staff development - look for ExampleFinally, two sections examine the theories of Hallinger and Kantamara (2003) and Bolom and Turner (2003). The objective of this literature review is to critically analyze the report whilst keeping the dissertations objective, identified problems and aim or seek questions as a guide. Further, the need for further research from new questions that will arise from this review will scarcelyify the need of the dissertation on the defeat of why individuals have difficulties participating in staff development. Section I - Quality Education The fundamental question asked concerns education in the 21st ascorbic acid and challenges both future appropriateness of the educational system and its delivery. In reality, the 21st century is something we know very little about, as we are only just 10 years into this century and the new millennium. The future is unknown and therefore one can only forecast, project an d extrapolate as to what might be, found on what is already know. Ideology in education is an evolutionary process. Dominant views on education have influenced teachers for decades. For example, goals to provide equal opportunities and use of young populate as a resource for the nation were initiated in from post-war years up to the early 1970s as part of economic expansion. Similarly, the Plowden Report supported child-centred article of faith methods to focus on the unique development of each child, becoming known as progressivism. This ideology is Liberal Romanticism, which also values diversity and individual difference. In the early to mid-1970s, standards were said to have regressed (Black Papers) because curriculum design and organization lacked rigor. In response, the ideology of Educational Conservatism was introduced which emphasized the transmission of schematic social values, knowledge and culture through a subject-orientated approach, as stated by Pollard & Tann (19 90 p 40). The good teacher would reflect on much(prenominal) ideologies and extract the wheat from the chaff to improve his own approach to teaching. While such pragmatic values seem promising in theory, the reality of the speckle is such that teacher training and curriculum development must develop more objective means of understanding. While the good teacher should have a thirst for continual improvement, this best occurs within an objective framework. As previously mentioned, I personally self-assess my own performance at the end of each lesson. If a lesson has been observed or I have been using classroom assistants, I actively seek their constructive criticism, as I want to be run short not only a good teacher but a commencement class one. Such self-reflexivity is best supplemented with the university model. Pollard & Tann (1990 p 14) state working experience and related discussions at university seem to be more powerful influences for PGCE students on their professional de velopment than their subject studies. In attempting to become a first class teacher, I found this to be consistently accurate. I am always willing to learn from experienced professionals and lectures. When not teaching, I use the snip to observe others to learn valuable experiences. I found my university workshops an excellent source of ideas and an excellent forum to share and learn the best practices. The question to be asked is not what is the reason for education? but is it a good education? A good education should seek to