BECOMING A TEACHER
MODULE: BTE2601
NAME: SIMPHIWE
SURNAME: NCWANE
STUDENT NUMBER: 64388875
ASSIGNMNET: 02
UNIQUE NUMBER: 342606
, SIMPHIWE NCWANE 64388875 BTE2601
QUESTION 1
1.1 The views on theory and practice of reflection.
• The reflection practice is of paramount important for every human being,
especially for educators. When we reflect, we relook and assess the previous
situation we were at, we look at our inner thoughts and processes. As educators,
we use the reflection practice daily to evaluate our lessons – relook at how the
lesson was presented, the teaching methods and techniques used and ask
ourselves if the learning aims, objectives and outcomes were achieved.
• (Gordon, 2007: xi) is of the believe that there is a legitimate concern of student
teachers that the theory they learn often sheds little light on the ‘‘complex and
messy world of the classroom’’. This is caused by the fact that each teaching
situation is unique and complex, and no single theory is enough to inform
teaching decisions.
• Smith (in Gordon, 2007: xi) argues that a given practice may display numerous
theories regarding the way people learn and at the same time he believes that in
a particular theory, you may give away too many ways of approaching instruction.
This proves that there is no one -to- one relationship between theory and
practice.
1.2 Noddings thinking on care in education:
• Noddings is of the view that care is not purely a duty but is important especially in
the teaching situation to create connections and relationships. The teacher
should take the role of being the ‘one caring’, who is responsible for creating and
maintaining a caring relationship with the learner, the one who is the ‘cared for’ in
the relationship.
• Noddings has established two elements that she believes are characteristics of
this caring relationship between the teacher and learner
• The first element is engrossment, which basically mean that the teacher should
devote all his attention to the ‘cared for’ for the entire duration of the caring
interval. The focus should be on a learner, the educator should not be distracted
by his/her personal issues or choose to ignore some of the learners’ issues. The
learner must feel that he/she has full attention and care of his/her teacher – this
will make the learner comfortable enough to share his/her concerns and sensitive
issues with the teacher.
• The second element is displacement of motivation, which basically mean that
the educator must be fully aware of the learners needs and respond to those
needs by directing the attention and teaching to the identified problem areas that
deprives the learner to reach his/her full potential in learning and communication
with others.
1|Page
MODULE: BTE2601
NAME: SIMPHIWE
SURNAME: NCWANE
STUDENT NUMBER: 64388875
ASSIGNMNET: 02
UNIQUE NUMBER: 342606
, SIMPHIWE NCWANE 64388875 BTE2601
QUESTION 1
1.1 The views on theory and practice of reflection.
• The reflection practice is of paramount important for every human being,
especially for educators. When we reflect, we relook and assess the previous
situation we were at, we look at our inner thoughts and processes. As educators,
we use the reflection practice daily to evaluate our lessons – relook at how the
lesson was presented, the teaching methods and techniques used and ask
ourselves if the learning aims, objectives and outcomes were achieved.
• (Gordon, 2007: xi) is of the believe that there is a legitimate concern of student
teachers that the theory they learn often sheds little light on the ‘‘complex and
messy world of the classroom’’. This is caused by the fact that each teaching
situation is unique and complex, and no single theory is enough to inform
teaching decisions.
• Smith (in Gordon, 2007: xi) argues that a given practice may display numerous
theories regarding the way people learn and at the same time he believes that in
a particular theory, you may give away too many ways of approaching instruction.
This proves that there is no one -to- one relationship between theory and
practice.
1.2 Noddings thinking on care in education:
• Noddings is of the view that care is not purely a duty but is important especially in
the teaching situation to create connections and relationships. The teacher
should take the role of being the ‘one caring’, who is responsible for creating and
maintaining a caring relationship with the learner, the one who is the ‘cared for’ in
the relationship.
• Noddings has established two elements that she believes are characteristics of
this caring relationship between the teacher and learner
• The first element is engrossment, which basically mean that the teacher should
devote all his attention to the ‘cared for’ for the entire duration of the caring
interval. The focus should be on a learner, the educator should not be distracted
by his/her personal issues or choose to ignore some of the learners’ issues. The
learner must feel that he/she has full attention and care of his/her teacher – this
will make the learner comfortable enough to share his/her concerns and sensitive
issues with the teacher.
• The second element is displacement of motivation, which basically mean that
the educator must be fully aware of the learners needs and respond to those
needs by directing the attention and teaching to the identified problem areas that
deprives the learner to reach his/her full potential in learning and communication
with others.
1|Page
