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Topic outline

 

  • Time: 3 hours
    Level: Introductory

 
 

Introduction

  • Introduction Resource
  • This unit will help you to reflect on your previous knowledge and experience of teaching and learning, to consider what support may be available to you, and to begin to prioritise your professional development...
 

1 Introduction to self-evaluation

  • 1 Introduction to self-evaluation Resource
  • The word ‘self-evaluation’ will be familiar to teachers working in Scotland, as it appears in documents such as How Good is our School? (HMI, 2001) and The Child at the Centre (Scottish Executive, 2000),...
 

2 Learning from experience

 

3 Moving on: prioritising your development needs

  • 3.1 Overview Resource
  • Now you have seen how an evaluation of skills and experience can help you reflect on your own personal perspective about your current work situation, you can move on to consider your development needs...
  • 3.2 Professional knowledge Resource
  • Since you began teaching, you will have made use of professional knowledge from at least three sources: initial training, ‘on-job’ learning and in-service training. In the Activity 2 reading, Banks characterised...
  • 3.3 From theory to practice Resource
  • A common concern of students on initial teacher education courses is that they have read all about maintaining classroom discipline or participated in university workshops on challenging behaviour but...
 

4 Your development needs

  • 4 Your development needs Resource
  • Now read through the Standard for Chartered Teacher document, linked below, and look at the different components of the Standard identified (pp. 1–2). These may be helpful in considering your development...
 

5 Summary

  • 5 Summary Resource
  • This unit began by clarifying what was meant by ‘self-evaluation’. You were asked to consider your personal professional perspectives and experience, and start the process of identification of your professional...
 

References and Acknowledgements

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