MODULE: BTE2601 UNIQUE NUMBER: 342606 STUDENT NUMBER: 57689121
BECOMING A TEACHER
BTE2601
ASSIGNMENT 02
UNIQUE NUMBER: 342606
STUDENT NUMBER:
57689121
CHELSI-JANE RIDGARD
11 JUNE 2021
, MODULE: BTE2601 UNIQUE NUMBER: 342606 STUDENT NUMBER: 57689121
QUESTION 1:
1.1 Reflection can be defined in various ways and from a different theoretical
perspective, depending on educationists’ beliefs about what is important in
education.
Reflection is a thought or writing about something, particularly something that
happened in the past. Checking whether things that were done, were done
according to plan. It is the process of thinking about how a particular topic was
taught, checking whether methods, material, assessment everything used was
according to plan.
Reflection means ‘thinking that is focused, intentional and purposeful and aims
to deepen understanding and to inform further thought and action.’
Korthagen et al., (2001) defines reflection as a type of thinking that aims at
structuring or restructuring an experience, problem or existing knowledge or
insights.
When we reflect, we look at our inner thoughts and thought processes and also
at the situation we are in at the time and then devise further thought and action
based on the interaction of the internal and external.
There is a concern of student-teachers that the theory they learn often sheds
little light on the “complex and messy world of the classroom” (Gordon, 2007: XI)
1.2 Noddings does not view care purely as a duty, but she stresses the importance
of connection and relationships. The importance of relationship that she is talking
about is the teaching situation, knows as relational ethic which focuses on all
thinking and decisions on the individuals involved and on their experiences. The
relationship between the carer and the one who receives care is important.
According to Noddings, the nature of this caring relationship is characterised by two
elements. These two elements are engrossment and displacement of motivation.
Engrossment is when there is a ‘non-selective’ attention to the cared-for for the
duration of the caring interval in other words I must rather focus my attention on all
aspects of the child and the issues he/she might be displaying rather then become
distracted with my own issues or choose which issues I would attend to.
Displacement of motivation which is the motives energy of the one caring flows in the
direction of the other’s needs and projects. This means that I must be aware of the
learner’s needs and respond by directing my attention and teaching to what I have
identified as the problem area in the child.
Noddings says that “the primarily aim of every educational institution and every
educational effort must be to maintain and enhance caring” (1998: 72, 173)
BECOMING A TEACHER
BTE2601
ASSIGNMENT 02
UNIQUE NUMBER: 342606
STUDENT NUMBER:
57689121
CHELSI-JANE RIDGARD
11 JUNE 2021
, MODULE: BTE2601 UNIQUE NUMBER: 342606 STUDENT NUMBER: 57689121
QUESTION 1:
1.1 Reflection can be defined in various ways and from a different theoretical
perspective, depending on educationists’ beliefs about what is important in
education.
Reflection is a thought or writing about something, particularly something that
happened in the past. Checking whether things that were done, were done
according to plan. It is the process of thinking about how a particular topic was
taught, checking whether methods, material, assessment everything used was
according to plan.
Reflection means ‘thinking that is focused, intentional and purposeful and aims
to deepen understanding and to inform further thought and action.’
Korthagen et al., (2001) defines reflection as a type of thinking that aims at
structuring or restructuring an experience, problem or existing knowledge or
insights.
When we reflect, we look at our inner thoughts and thought processes and also
at the situation we are in at the time and then devise further thought and action
based on the interaction of the internal and external.
There is a concern of student-teachers that the theory they learn often sheds
little light on the “complex and messy world of the classroom” (Gordon, 2007: XI)
1.2 Noddings does not view care purely as a duty, but she stresses the importance
of connection and relationships. The importance of relationship that she is talking
about is the teaching situation, knows as relational ethic which focuses on all
thinking and decisions on the individuals involved and on their experiences. The
relationship between the carer and the one who receives care is important.
According to Noddings, the nature of this caring relationship is characterised by two
elements. These two elements are engrossment and displacement of motivation.
Engrossment is when there is a ‘non-selective’ attention to the cared-for for the
duration of the caring interval in other words I must rather focus my attention on all
aspects of the child and the issues he/she might be displaying rather then become
distracted with my own issues or choose which issues I would attend to.
Displacement of motivation which is the motives energy of the one caring flows in the
direction of the other’s needs and projects. This means that I must be aware of the
learner’s needs and respond by directing my attention and teaching to what I have
identified as the problem area in the child.
Noddings says that “the primarily aim of every educational institution and every
educational effort must be to maintain and enhance caring” (1998: 72, 173)
