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The Transforming Practitioner:
Changing Internally through Understanding, Practicing, and Reflecting The Professional Education Unit’s Conceptual Framework theme, “The Transforming Practitioner,” is supported by a strong knowledge base grounded in solid tested research. As discussed by Henderson and Hawthorne (2000), willingness and ability to transform are crucial components of the educational process. The most effective educators, including teachers and educational leaders, are those who consider transformation to be a natural and exciting aspect of living. They honor and appreciate growth, change, and continual personal and professional betterment. As they progress through their careers, they effect transformation within themselves continually; such transformation is supported by a cornerstone of knowledge. Knowledge, a source of action, is required to actualize practice, and is embedded in practice, which should lead to reflection on the part of the educator (Giroux and Shannon, 1997).
To Know
Transformative teaching and learning have as their focus a curriculum organized around powerful ideas, meaningful and interactive teaching strategies, purposeful student involvement, and lessons that require students to participate in personal, social, and civic action to make their classrooms, schools, and communities more just and democratic (Banks, 2001). Additionally, according to Caldwell (2004) and Caldwell and Spinks (1998), transformation occurs as a result of uses and implementation of technology in schools. Therefore, educators of today and tomorrow must demonstrate strong content knowledge and must be open to expanding their own understanding of knowledge through continual learning and professional development. Such development of understanding facilitates educators’ abilities to be adaptive and continually transforming, thus leading them to provide opportunities for students to transform in ways that will enable them to apply their learning to life meaningfully, responsibly, and with character and integrity.
Research indicates that Transforming Practitioners must value and possess understanding of a variety of types of knowledge. Knowledge of the foundations of education, content, pedagogy, and characteristics of learners serves as a basis for becoming a Transforming Practitioner and provides the impetus for planning for and engaging students in transformational learning experiences. Indeed, a critical base of knowledge is necessary as a foundation for making the decisions that are required in today’s classrooms (Reagan, 1993; Shulman, 1987). Courses in the foundations of education, such as history and philosophy of education, are viewed by Brubacher, Case, and Reagan (1994) as being significant to the development of higher-order thinking skills in educators. Teachers and educational leaders need to understand the psychological processes involved in teaching and learning (Pintrich & Schunk, 2002; Snow, Corno, & Jackson, 1996) as well as the relationships between human development and learning (Meece, 2002; Sprinthall, Neiman, & Theis-Sprinthall, 1996). They also need to acquire a content knowledge base appropriate to their areas of certification, with understanding of how this knowledge reflects contributions of diverse populations (Chen & Ennis, 1995; Lipson, Mosenthal, Mekkelson, & Russ, 2004; Shulman & Shulman, 2004). To facilitate learning effectively, teachers and educational leaders must also construct bases of pedagogical knowledge (Ambach, 1996; Cochran & Jones, 1998; Shulman, 2004). Our advancing, technology-rich society demands educators who are diversified in their knowledge of methodologies and are prepared to juggle a myriad of roles in educational settings (Igoa, 1995).
To Do
Transforming Practitioners are competent leaders of learning who consider a primary responsibility of the educator to be that of building upon prior knowledge and experiences of learners and who use approaches that capitalize on learners’ knowledge and experiences for effective learning. Dewey (1944) discusses taking learners where they are and using that knowledge to construct learning environments that are student active and provide for cognitive and social activity enhanced with personal interaction. Transforming Practitioners assess the prior knowledge and experiences of students and based on such information know when, where, and how to provide the supportive “scaffolds” in what Vygotsky (1978) called “the zone of proximal development” and to remove them appropriately as students become more confident and independent in their own learning.
To take students where they are and provide for effective scaffolding, competent Transforming Practitioners progress through their own process of transformation. According to Shulman (2004), this transformative process involves five elements:
- preparation – examining and critically interpreting materials of instruction in terms of the educator’s own understanding of the subject matter;
- representation – identifying alternate ways of representing ideas of text or lesson to students;
- selection – the embodiment of representations in instructional forms or methods (selected from a variety of teaching methods and models);
- adaptation – the process of fitting the represented material to the characteristics of the students – ability, gender, language, motivation, culture, prior knowledge, skills; and
- tailoring – fitting the adaptations to specific students in the classroom.
The Transforming Practitioner and technology. Dewey’s ideas of prior knowledge and experiential learning are grounded in the culture and social contexts in which students live. Today the culture and social contexts incorporate technology in various forms. The International Society for Technology in Education (ISTE) (Brooks-Young, 2002) sets forth the beliefs that in order to facilitate transformational learning, all teachers and educational leaders should have certain competencies related to technology. These competencies include basic computer/technology operations and concepts, personal and professional use of technology, and application of technology in instruction. A firm foundation in technology provides a basis from which the Transforming Practitioner can make appropriate decisions when selecting, modifying, and implementing socially active learning environments that provide for meaningful learning.
Furthermore, Vygotsky’s beliefs in situated learning support the need for and utilization of technology in instruction. Active learning experiences require students to work in groups to explore and analyze, think and reflect, and propose and act within a context of learning that links new learning with prior knowledge and experiences as well as life outside of school. Transforming Practitioners have an obligation to incorporate technology that can support the learning environment while engaging students in problem solving and critical thinking and providing tools of expression that are useful to students (Harley, 1993). Maddux, Johnson, and Willis (2001) explain how four principles of a Vygotskian classroom support meaningful integration of technology in learning opportunities.
- Learning is a social, collaborative activity. This suggests that using technology to enhance communication, contact, and interaction would be beneficial.
- The Zone of Proximal Development can serve as a guide for curricular and lesson planning. Students do not simply know something or not know it. They may arrive at a particular learning experience without knowing something but be ready to master the task if they have appropriate support. In addition to assistance offered by caring, nurturing adults, appropriate support may include electronic information resources such as encyclopedias on CD-ROM, software such as grammar checkers, and electronic brainstorming software that supports group problem analysis.
- School learning should occur in a meaningful context. Technology can be used to place learning in context.
- Students’ school experiences should be related to out-of-school experiences. Technology can facilitate the application of academic subjects to life outside of the classroom.
In order for the learning environment to be culture-relevant and for students to link prior knowledge and experiences to new knowledge, Transforming Practitioners should ensure that a variety of learning opportunities incorporate technology.
To Be
Dixon-Krauss (1996) discusses the role of the educator in light of Vygotsky’s beliefs. While interacting with the student, the teacher or educational leader determines strategies the student is applying to construct meaning and then decides on the type and amount of support to provide. If educators are Transforming Practitioners, they are able to make judgments along a continuum about the appropriate instructional mediation levels to use with students. Such judgments require that teachers and educational leaders reflect meaningfully and deliberately as they apply pedagogical knowledge (Ambach, 1996; Cochran & Jones, 1998; Shulman, 2004) and as they make efforts to plan, implement, and assess appropriate and stimulating curricula (Goodson, 2003; Posner & Rudnitsky, 2006; Shulman, 2004;). Additionally, because appropriate technology is required to accomplish learning objectives and to meet the diverse needs of students, educators must reflect on their own competencies in the use of technology, as well as areas in which they need to improve (Clark & Salomon, 1986; Cooley, 1997; Copley, 1992; Harrington, 1992). Reflection, in addition to effective communication, is also crucial if teachers and educational leaders are to be successful when working with students, colleagues, parents, and administrators (Griffin, 1989).
Dispositions. It is important that candidates in teacher education and educational leadership embody and display certain dispositions that are viewed as indicators of effective and successful teaching (Ginsberg & Whaley, 2003). Among such dispositions are attitudes that focus on the achievement of diverse learners (Suarez, 2003), grounded in an appreciation for diversity and an advocacy for students (Dee & Henkin, 2002). Transformative educators pursue their vocations with sincere passion (Mullin, 2003), operating from the belief that all students can learn and being willing and eager to provide the support that is necessary to facilitate learning (McCombs, 2003). Teachers and school leaders have the power to nurture decency in learners through patient communication, acknowledging contributions of students, and providing opportunities for students to show caring for and to serve others (Swick, 2001). Furthermore, transformative educators engage in and promote positive social interaction, recognize and encourage positive growth in others, and see value in the integration of service learning throughout the curriculum (Root, Callahan, & Sepanski, 2002). Transforming Practitioners are educators who are disposed toward reflection, integrity, and self-improvement (Ertmer, 2003).
Growing in the Profession (Advanced Programs). Studies have indicated that as transformative teachers and educational leaders become older and move further into their careers, they develop larger knowledge bases of subject matter and pedagogy, organize knowledge more efficiently in more complex interconnected schemas, and utilize their knowledge more effectively (Borko & Putman, 1996; Scardamalia & Bereiter, 1994; Sternberg & Horvath, 1995; Strauss, Ravid, Magen, & Berliner, 1998; Sweller, Van Merrienboer, & Paas, 1998). Transforming Practitioners must continue to grow and develop professionally to guard against automation (Sternberg & Horvath, 1995) and to deal effectively with changes that come with time and the expanding knowledge base of the world. The keenest and most effective teachers and educational leaders continually extend and enhance not only their bases of knowledge but also their effectiveness in educational settings and their reflection and decision-making skills. By bringing all of these together, experienced practitioners are in positions to contribute richly and meaningfully to the educational process. Advanced study that includes components of research provides teachers and educational leaders with additional abilities for contributing to the scholarship of the profession and for effecting transformation not only in students but also in schools and school systems. Fueyo and Koorland (1997) indicate that there exists a strong link between educational research and school reform. Research requirements of linking prior knowledge to new information, posing significant and sound questions, finding answers in a systematic manner, and basing answers and decisions on sound evidence place accountability on Transforming Practitioners and enable them to participate effectively in site-based decision making and to effect change.
Transforming Practitioners provide leadership in transforming curriculum and teaching in their own classrooms, at departmental or grade levels, in the school, and in the school system. Transforming Practitioners continue to grow through the promotion of diversified learning, lifelong learning, and inquiry, and this growth leads to informed learning behaviors that nurture democratic citizenship, equity, and civility (Banks, 2001; Brandt, 1994; Goleman, McKee, & Boyatzis, 2002; Henderson & Hawthorne, 2000; Palmer, 1998; Parker, W., 1997; Perkins, 1994; Scherer, 1997; Schneider, 1996; Spady, 1995). As Tift College of Education candidates progress through the advanced programs, they are moving toward mastery as Transforming Practitioners who also provide leadership in curriculum, teaching, and learning transformation (Burns, 1978).
Engagement
Transforming Practitioners demonstrate engagement of students in the learning process. To facilitate engagement, teachers and educational leaders make use of a variety of strategies and different modes of operation that provide guidance to students as they construct knowledge and understanding (Jackson, 2002). Discussion, demonstration, and argumentation are examples of classroom activities that positively engage students in learning experiences that nurture ownership of learning, inquisitiveness, and character and moral development. Transforming Practitioners implement curricula by designing learning environments in which students’ beliefs are exchanged, defended, converted, and assessed. Such environments serve to provide dynamic contexts for learning in a multicultural society (Walkling, 1980). Furthermore, transformative learning experiences encourage exploration of controversial issues and alternative explanations for important events, as well as the development of appreciation of divergent opinions.
Collaboration
Transforming Practitioners demonstrate effective collaboration with students, educators, parents, and the community. Meaningful collaboration requires and strengthens a variety of intellectual, moral, and critical thinking abilities (Yost, Sentner, & Forlenza-Bailey, 2000) and advances practitioners’ abilities to become responsive facilitators, effective decision makers, and role models.
Dewey (1933) states, “Reflection is an active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds supporting it and future conclusions to which it tends” (p. 6). Reflection requires deep and purposeful thinking, through which one can analyze and critically process differing levels of intuition, knowledge, and information. Building on that premise, if teachers and educational leaders are to respond, problem solve, make decisions, and collaborate effectively in a constantly changing world with varying challenges, they must continually strive to strengthen their abilities in reflection (Dewey, 1944; Goodman, 1989). Those who are skillful at reflection tend to be open-minded and to possess observational, empirical, analytical, and problem-solving skills (Dewey, 1933; James, 1899; Schon, 1987). Transformative educators must listen attentively and give serious consideration to alternative views and to views divergent from and opposed to their own. They also must be willing to question others’ beliefs and be willing to have their own beliefs questioned (Dewey, 1933).
Diversity
Transforming Practitioners demonstrate the ability to address diversity in the classroom. The transformational approach to multicultural education, through which the structures of curriculum and teaching are changed to enable students to view concepts, issues, events, and themes from the perspective of diverse ethnic and cultural groups, is one of the more effective means for curriculum reform (Banks, 2002). Moreover, hooks (2003) believes that educational settings are where successful mediation between racial groups might be optimally achieved. Thus, teachers and educational leaders who are aware of and sensitive to the diversities and needs of students and who are able to choose appropriate materials, strategies, methods, and techniques will create environments for success and for understanding of others.
Transformation of Students According to Jackson (2002), the most effective teachers and educational leaders seek transformation, an altered state of being or condition, not only for themselves, but also for the students with whom they work. In the society of today, basic skills, while necessary, are simply not sufficient. Teachers and leaders are charged with stimulating learners to demonstrate deep understanding by testing and applying ideas, questioning and critiquing, analyzing and evaluating, solving problems, and thinking critically (Darling-Hammond, 1996, 1997, 2000). Transformation must occur in the classroom, and teachers and educational leaders who are prepared as Transforming Practitioners are in positions to facilitate such transformation.
Transformation of a student involves a personal and intense relationship between the educator and the student (Jackson, 2002). In order for transformation to occur, learners must examine and question, must challenge the known and the given, must think critically, and must reflect deeply. At the same time, teachers and educational leaders are required to establish appropriately stimulating and challenging sets of learning outcomes and contexts for learning and to mediate thought processes and learning. Human educators, rather than theories of learning or pedagogical methods, are living links in the educational process (Palmer, 2003). As such, educators—teachers and leaders alike-- play critical roles in providing appropriate learning environments that allow for and promote transformation within students.
Living Links in the Educational Process As the link between students and learning, The Transforming Practitioner provides rich, caring, and nurturing environments that allow students to engage in learning without risk. According to Noddings (2001), adequate academic achievement cannot be attained with success unless students learn to care about others and believe that others care about them. Moreover, Noddings asserts that caring and competence are closely and carefully connected. When educators design educational environments in which human beings are cared for and nurtured, they are able to link students with learning such that the students transform from egocentric beings to ones who care “for self, for intimate others, for strangers and global others, for the natural world and its nonhuman creatures, for the human-made world, and for ideas” (1995, p. 675).
Stones (1994) expressed the importance of the human educator, the living link, in effecting change in learners:
| No teaching method can convey information ready-made. The human brain is neither a jug to be filled nor a letterbox to receive a delivery. Teaching depends on the interaction between human beings, not one-way traffic. Skilled teaching involves structuring learners’ environments so that change will occur, thus enabling learners to do what they could not do before the teaching (pp. 311-312). | |