Predicament of professional identity

Predicament of professional identity

• 1.
  Reflecting on aPredicament of Professional Identity Carolyn Harkness Australian Catholic University E: [email protected] P: http://www.slideshare.net/HarknessC/predicament-of-professional-identity
• 2.
  Today’s child? It isa challenge to manage the rapid changes in ..culture, globalization, technology.
• 3.
  Objectives • Establish • the professional identity of those who educate children in prior-formal-school-settings as teachers. • Encourage • academic staff and pre-service teachers to consider a variety of ePortfolio platforms to substantiate their developing professional identity to a wider, potentially global, audience. • Investigate • digital approaches that both connect key information and enables clear university-wide outcomes for all. © 2012 Carolyn Harkness All rights reserved.
• 4.
  Approach • Evolving • encouraging a culture where the gradual and natural collaborative processes at at work shaping the professional identity. • Efficient • Incorporating a deliberate integration of digital technologies to deliver an engaging teaching and learning program. • Effective • Harnessing standard review processes to identify success. © 2012 Carolyn Harkness All rights reserved.
• 5.
  Evolving • Identity Formation-> Self-concept • Attachment • Self-image • Cultural identity • Gender identity • Professional Identity © 2012 Carolyn Harkness All rights reserved.
• 6.
  Efficient • Student Management: • Teaching Approaches • Persistence • Model • Respectful • Ignore • Praise • Restructure • Prevent • Redirect © 2012 Carolyn Harkness All rights reserved.
• 7.
  Effective • Resilience overtime and amidst change • Positive self-esteem • High level of attention regulation • Good role-models of responsive and caring attitudes © 2012 Carolyn Harkness All rights reserved.
• 8.
  Process within theChild ud ent St • High well-being • High involvement • Alert, confident, • Engaged, enterprising, engaged and happy. motivated. • Low well-being • Low involvement • Basic needs are not • Staring, absent, slow to being met. start, easily distracted, © 2012 Carolyn Harkness All rights reserved.
• 9.
  The Space Motor development The materials Language skills Activities Curiosity Interaction with others Social competence The organisation Self reliance Safety … Self confidence … Approach Process Outcome Well-being Involvement Laevers, F., 2005 © 2012 Carolyn Harkness All rights reserved.
• 10.
  What about theePortfolios? • Embedded • Staged in development with the student • Explicit instruction and modeling • Examples, workshops with simple directions • Purposeful • Prepared as a component of critical reflection • Practice • Presented to peers © 2012 Carolyn Harkness All rights reserved.
• 11.
  What about theePortfolios? Transition into the Profession • Offered with a Practicum component • Discussion-board on Moodle • Structured, but student led • Professional Development Plan • Using current employment practice • ePortfolio • Limited content > specific requirements • Free to explore own platform © 2012 Carolyn Harkness All rights reserved.
• 12.
  What about theePortfolios? Observations • Virtually all started a fresh ePortfolio • Student-led discussion-board • Professional Development Plan included • Platform preference? • 12% Microsoft Word • 25% Wordpress.com ® • 63% Newer web-authoring software © 2012 Carolyn Harkness All rights reserved.
• 13.
  What about theePortfolios? Observations • Artefacts • All sourced from the early years of Primary • 25% sourced from childcare • Most were pristine word documents or pdfs • Annotations • Clearly reflected the Early Childhood pedagogy developed in Childcare and honed in Primary. © 2012 Carolyn Harkness All rights reserved.