STANDARD 6.4

Brookfield (1995) observes that, in times of uncertainty, humans instinctively draw on their own experiences as learners to guide their responses. This became particularly evident during the COVID-19 pandemic, which challenged the adaptability of both teachers and students. It highlighted the value of maintaining an open-minded, critically reflective approach to pedagogy and understanding what drives us to teach.

 

As Britzman (2003) notes, developing as a teacher is not a linear process but a constantly “incomplete project.”I recognise that supporting students’ inquiry and reflective habits requires teachers to view their practice as an ongoing process of discovery. Mason (2002) describes this as ‘researching from the inside’ or the ‘Discipline of Noticing,’ where teachers systematically observe students’ responses to scaffolding and modelling while reflecting on their own learning journey.

 

Artefact 1 includes key questions from a professional development inquiry I created during my pre-service teaching practicum and university units.

I used this inquiry in mentor meetings to gain insight from an experienced educator on how theory and pedagogical approaches could be applied in the classroom. This sparked some interesting discussions that involved both professional and personal experiences, as well as anecdotal evidence specific to the school's values and processes.

 

Following placement, I reflected on lesson outcomes to identify strengths and areas for growth. I experimented with new apps, engaged with webinars and teaching videos, and documented insights to inform future practice. Combined with ongoing evaluation of teaching programs using tools such as the Teaching and Learning Cycle and AITSL’s Self-Assessment Tool, this process demonstrates my ability to purposefully select and apply ICT to enhance learning outcomes, support student engagement, and refine my teaching practice.

 

Mockler (2011) argues that contextual awareness and recognition of teacher identity are essential for creative and adaptive teaching. Developing this autonomy is particularly important in diverse classrooms, where learners benefit from differentiated and individualised approaches.