“Match or Mismatch” Analysis
Teaching decision-making skills are essential when determining the skills that the child acquires, and the critical thinking skills the children develop. People of high decision-making skills are in high demand. Thus, teachers should prioritize their lessons to teaching the children how to improve decision-making skills (He & Levin, 2008). This essay explains the complexities that teachers go through in their decision making and the implications of the professional development on the on supervisors.
Question: Using this as an example of an F2, how does it assist you in understanding the complexity of teacher decision making more?
First, according to research, F2 teachers face a tough task in trying to understand what the children fail to learn (He & Levin, 2008). Another problematic task comes when deciding how they are going to teach the children. More so, it is even harder for them to determine the best method that they are to employ to teach as well as confirming what they have shown that the children have understood them. Similarly, a significant challenge that the teachers face in their decision-making abilities lies with the ability to take action to not only a single parent but a whole classroom of about 25 to 30 students (He & Levin, 2008). The F2 teacher comes to the understanding of the complexity of teaching when they have to intervene to address the specific needs of each student rightfully. Usually, the F2 teachers make the decisions that suit the particular needs of each child to enhance their skills in decision making
What are the implications for your PD and for working with preservice teachers as a field or internship supervisor?
Working with the internship and the field supervisors have helped me develop professionally in many areas of my life. My teachers experience the changes in their careers in job skills, behavior, and knowledge, job events, attitudes, and outlooks (He & Levin, 2008). I have developed in the following areas; methods of learning, planning, curriculum, rule and procedure, discipline strategies, satisfaction, values, beliefs as well as changes in the schools, grades and other professional responsibilities. Teachers pass through three stages in their development. In the first year, where we fall under, it is the survival stage where we have limited knowledge of teaching and the environment (He & Levin, 2008). Besides, we felt we lack knowledge of insight and lacking confidence. However, working with field and the intern supervisors has helped us develop professionally in the following manner, Considerable growth in selself-est-esteemm and in-depth knowledge of teaching as my specialty. I now feel I have gained an additional professional insight.
To summarize, teachers play an essential role in the development of students. Technology boosts the learning in schools where the lectures impact positively in developing the students as well as reducing the complexities they face while improving the teachers.
References:
He, Y., & Levin, B. (2008). Match or Mismatch? How Congruent Are the Beliefs of Teacher Candidates, Cooperating Teachers, and University-Based Teacher Educators? Teacher Education Quarterly, 35(4), 37-55. Retrieved from http://www.jstor.org/stable/23479173