Know students and how they learn 1.1 Physical, social and intellectual development and characteristics of students (Australian Professional Standards for Teachers)

 

Pedagogical Practice in Australia

 

Student’s Name

 

Institutional Affiliations

 

Date

 

 


 

Pedagogical practice in Australia

In few words, pedagogy can be defined as the practice of teaching. It is a discipline that deals with the best way of administering education. Teaching does not involve making the students listen to the teacher during the teaching with stories that are out of topic or jokes. Many people use this tactic, but it is the act of connecting the students with the study itself. This method ensures that they get to understand and learn everything they have taught and also involve activities related to the topic which will help to make the students be able to comprehend the learning genuinely (McWilliam & Dawson, 2008). With this, all the teachings will be well understood and will be more realistic and practical to the students, unlike the other times where it is theoretical only (Aitchison, Kamler & Lee, 2010).

In Australia, there are many requirements in which one has to meet the minimum to be said to be fit for pathology. According to the ministers of education, teachers should have full registration for them to qualify. In this, all the teachers are required to meet the standards at the skilled career stage. According to the Standard 1.1 of the Australian pedagogy, at graduate level there are lists of things that happen to affect the learning process (Gannon, 2012).

  • Physical
  • Social and intellectual development
  • Characteristics of a student

Physical

Physical appearance refers to the outlay of how something practically looks. The image that everyone gets at first look is the physical appearance. Physical appearance is one thing that brings an impact to the society and every other situation in general. When one gives a cruel facial look, people will possibly refer them to as a thief since this look is known as thieves (Semiz, 2011). Like any other situation, the physical attribute is also a specification of the essence to consider when it comes to teaching. How a teacher will appear to look to the student will determine their perspective towards him, and hence this will affect the way they handle the subject that they happen to be feeling (Semiz, 2011). If a teacher is an ever-dangerous person who does not even smile to the students, definitely the students will view him/her as a mean person, and so they will be instilled with a feeling of fear which will in a great way affect the learning.

Social and intellectual development

In the context of the situation, we can define “social” as the surrounding of the students and how they are related to it. Social livelihood is the way of their life and anything that goes against what they believe hence deemed as a taboo and not acceptable. For this reason, a teacher must in all ways be able to fit into the society and not in a way that they defy the way of life as insinuated by the given society (Gannon, 2012). If a teacher is not able to fit in, then they will not be able to follow up and practically be involved in the teaching since it will be difficult to follow the steps of that that does against to what they believe. In other situations, a teacher not doing according to what they believe is not the problem but him/her doing against what they believe because it apparently shows him/her to be an enemy of the sort (Power, 2010). Development socially and intellectually is one of the things that a student should develop in every teaching that will help them in life hence a teacher should be able to instill the students with the necessary skills to foster their understanding.

 

References

Aitchison, C., Kamler, B., & Lee, A. (Eds.). (2010). Publishing pedagogies for the doctorate and beyond. Routledge.

Gannon, S. (2012). Changing lives and standardizing teachers: The possibilities and limits of professional standards. English Teaching, 11(3), 59.

McWilliam, E., & Dawson, S. (2008). Teaching for creativity: Towards sustainable and replicable pedagogical practice. Higher Education, 56(6), 633-643.

Power, A. (2010). Community engagement as authentic learning with reflection. Issues in Educational Research, 20(1), 57-63.

Semiz, K. (2011). Pre-Service Physical Education Teachers’technological Pedagogical Content Knowledge, Technology Integration Self-Efficacy And Instructional Technology Outcome Expectations (Doctoral Dissertation, Middle East Technical University).

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