Developing a Professional Identity
Pursuing an education specialist degree has solidified my professional identity, as I build confidence in my skill set and level of competency. I have already established myself within the field of education but have shifted focus to special education. This course has helped me to develop a professional identity as a special education teacher and one who eventually hopes to advocate and inform public policy.
Personal Philosophy and Ethics
My personal philosophy of education is based on ethical principles like equality and social justice, which is also what drove me to learn more about how I can contribute to the field of special education. As Krek & Zabel (2016) point out, educators need to be driven by overarching principles that inform their curricula and pedagogical practices. Otherwise, educators have no way of gauging their contributions to the profession or even of assessing the impact they make on the lives of students. When educators take their role and responsibility seriously, they can see how their actions and words have a strong influence on everything from social norms and values to the integrity of communities. As hard as it is to overcome our fear of being reprimanded for challenging the status quo, I need to remember that it is now my professional duty to speak up on behalf of underserved populations and call out injustice when I see it.
Perceptions of the Education Profession
I have always been drawn to the education profession because of the impact that teachers had in my life. Therefore, I feel generally positive about the future of the profession and look forward to contributing to it in a meaningful way. While there are many things I would like to change about the nature of education in America, I have also been surrounded by caring teachers in a professional community dedicated to helping students achieve their goals. I believe that more students need access to a diverse range of tools they can use to maximize their strengths and improve upon areas of weakness. Teachers play an instrumental role in reaching out to students who are not well-served by the educational environment or prevailing models of classroom design or instruction.
Goal Setting and Purposefulness
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References
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Kirillov, A.V., Tanatova, D.K., Vinichenko, M.V., et al. (2015). Theory and practice of time management in education. Asian Social Science 11(19): DOI: http://dx.doi.org/10.5539/ass.v11n19p193
Krek, J. & Zabel, B. (2016). Why there is no education ethics without principles. Educational Philosophy and Theory 49(3): 284-293.
MacFarlane, B., Zhang, J. & Pun, A. (2012). Academic integrity: a review of the literature. Studies in Higher Education 39(2): 339-358.
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