,BTE2601 PORTFOLIO 2026
DUE DATE: OCTOBER 2026
TASK 1:
THE TEACHER AS A REFLECTIVE PRACTITIONER
1.1 Three Core Teaching Beliefs
Belief 1: Learners should be active participants in the learning process
I believe that effective teaching should involve learners actively rather than positioning
them as passive recipients of information, because meaningful learning develops when
learners engage with ideas, ask questions and connect new knowledge with their
existing experiences (Schön, 1983). This belief requires the teacher to create
opportunities for discussion, collaboration and problem-solving so that learners can
take increasing responsibility for their own learning.
Belief 2: Every learner should be treated with respect and supported according to
their individual needs
I believe that learners have different abilities, experiences, backgrounds and ways of
learning, and therefore teaching should be responsive rather than based on the
assumption that one method will benefit everyone equally (Tomlinson, 2014). A
respectful and inclusive classroom can encourage learners to participate confidently
while allowing the teacher to recognise barriers that may affect their academic progress.
Belief 3: Teachers should continuously reflect on and improve their practice
, I believe that teaching is not a fixed skill but a professional practice that requires
continuous reflection, evaluation and adjustment in response to learners and classroom
experiences (Schön, 1983). Reflective practice enables teachers to consider what worked,
what did not work and what could be changed, thereby developing more effective
approaches to teaching and learning (Wieringa, 2011).
1.2 Influence of These Beliefs on Classroom Decisions and Practices
Belief 1: Learners should be active participants
This belief will influence me to move beyond teacher-centred methods in which I mainly
explain content while learners listen and reproduce information. When planning lessons,
I will therefore select activities that require learners to think, communicate, apply
knowledge and solve problems, because these practices can make learning more
meaningful and encourage learners to become responsible for their own progress. My
classroom decisions will consequently focus not only on completing the curriculum but
also on whether learners are genuinely engaging with and understanding the content.
Example: Instead of explaining a concept for the entire lesson, I could present learners
with a practical problem and allow them to work in small groups to discuss possible
solutions before sharing their reasoning with the class.
Belief 2: Every learner should be respected and supported according to their needs
This belief will influence how I organise classroom activities, communicate with learners
and respond to differences in ability and participation. I will avoid labelling learners
according to their academic performance and will instead use different explanations,
activities and forms of support where necessary. This approach will also encourage me
to create a classroom environment where learners feel safe to ask questions and make
DUE DATE: OCTOBER 2026
TASK 1:
THE TEACHER AS A REFLECTIVE PRACTITIONER
1.1 Three Core Teaching Beliefs
Belief 1: Learners should be active participants in the learning process
I believe that effective teaching should involve learners actively rather than positioning
them as passive recipients of information, because meaningful learning develops when
learners engage with ideas, ask questions and connect new knowledge with their
existing experiences (Schön, 1983). This belief requires the teacher to create
opportunities for discussion, collaboration and problem-solving so that learners can
take increasing responsibility for their own learning.
Belief 2: Every learner should be treated with respect and supported according to
their individual needs
I believe that learners have different abilities, experiences, backgrounds and ways of
learning, and therefore teaching should be responsive rather than based on the
assumption that one method will benefit everyone equally (Tomlinson, 2014). A
respectful and inclusive classroom can encourage learners to participate confidently
while allowing the teacher to recognise barriers that may affect their academic progress.
Belief 3: Teachers should continuously reflect on and improve their practice
, I believe that teaching is not a fixed skill but a professional practice that requires
continuous reflection, evaluation and adjustment in response to learners and classroom
experiences (Schön, 1983). Reflective practice enables teachers to consider what worked,
what did not work and what could be changed, thereby developing more effective
approaches to teaching and learning (Wieringa, 2011).
1.2 Influence of These Beliefs on Classroom Decisions and Practices
Belief 1: Learners should be active participants
This belief will influence me to move beyond teacher-centred methods in which I mainly
explain content while learners listen and reproduce information. When planning lessons,
I will therefore select activities that require learners to think, communicate, apply
knowledge and solve problems, because these practices can make learning more
meaningful and encourage learners to become responsible for their own progress. My
classroom decisions will consequently focus not only on completing the curriculum but
also on whether learners are genuinely engaging with and understanding the content.
Example: Instead of explaining a concept for the entire lesson, I could present learners
with a practical problem and allow them to work in small groups to discuss possible
solutions before sharing their reasoning with the class.
Belief 2: Every learner should be respected and supported according to their needs
This belief will influence how I organise classroom activities, communicate with learners
and respond to differences in ability and participation. I will avoid labelling learners
according to their academic performance and will instead use different explanations,
activities and forms of support where necessary. This approach will also encourage me
to create a classroom environment where learners feel safe to ask questions and make
