“To be a
successful nation in a competitive world, and to maintain a cohesive society
and a rich culture, we must invest in education to develop our greatest resource,
our people.”
The Dearing Report (1997)
The Dearing Report (1997)
With this in mind, it becomes a true paradox, that to prosper and to meet
the criteria for a higher ranking teaching, one must first distance themselves
from the very field in which they aspire to grow. Similarly, it seems
counter intuitive, to practice less of the field in which you hope to become
more proficient. It was mentioned that
if one was to leave teaching it brings about opportunity in academia such as
research or instructing pedagogy on a global scale. But I must confess, that I
do not claim to be an expert in the matter, and describe what I observe.
Being a teacher, does not equate to good teaching and it seems today
there are very few establishments that recognise the distinction. The valuation of the profession has become
diminished, as opposed to the core undeniable belief that teaching is
instrumental in the advancement of our future through the next generation.
Recently, a national teaching excellence conference was held, hosted by exemplary lecturers in
pharmacology and physiology. Guest speakers and the audience alike, contended
to bring the truth to surface. In
reality, it was found that there is a no size fits all approach, each teacher
must use the method that best fits their personality. Confidence in your methods,
demands confidence in your teaching.
And yet, as simple as this formula is, there are many for whom lecturing and teaching does not come so naturally. To develop an alternative pedagogic styles take time, and the likelihood of failure is high, as with any attempt at trying something new. This leaves many teachers forced using safe methods, which are not always effective. But the harsh reality is that when it comes to promotion, teachers, if effective, do not get recognised or rewarded, and thereby fall behind in the criteria of expectations, to the detriment of their career, without recompense.
And yet, as simple as this formula is, there are many for whom lecturing and teaching does not come so naturally. To develop an alternative pedagogic styles take time, and the likelihood of failure is high, as with any attempt at trying something new. This leaves many teachers forced using safe methods, which are not always effective. But the harsh reality is that when it comes to promotion, teachers, if effective, do not get recognised or rewarded, and thereby fall behind in the criteria of expectations, to the detriment of their career, without recompense.
No comments:
Post a Comment