The scenario of ‘Tracy’ reflects the importance of understanding our personal philosophy and history of education when embarking on a teaching career. It lies at the core of the nine provocations, especially, “What kind of teacher do I want to be?”, “Will I be allowed to be the teacher I want to be?” and “To whom am I accountable?”
In the scenario it appears that Tracy finds it difficult to align her own teaching philosophy or pedagogy with the school’s priorities. For Tracy cross-curricular learning, rich learning tasks and cultural clubs are an important part of education whilst the schools main focus is NAPLAN test results. Tracy’s approach to education reflects the work of Connell as, “teaching is not only the training of young people in defined practices, it is about the creation of capacities for practice.”(Connell, 1995) The school follows a traditionalist or essentialist philosophy, which is apparent in their NAPLAN focus as “Essentialists argue that schools and teachers must be committed to their primary academic mission and not be diverted into nonacademic areas.” (Ornstein et al.,2011, p189) Whist Tracy’s holistic approach indicates progressivism where “for progressives, children's readiness and interests rather than predetermined subjects shape curriculum and instruction”. (Ornstein et al., 2011, p196.)
As a recent graduate many of Tracy’s teaching philosophies align with professional standards but I would question whether her teaching evolution is in a progressive order. With professional standards comes restriction. It can be assumed that Tracy’s lack of experience in starting programs is why she has not been given the opportunities to work outside her classroom. Tracy is still in the learning process and is classified as a competent teacher, while her aims reflect the work of an accomplished or leader teacher (Council on Education, 2003, p9). Tracy needs to self assess her role and competencies, and if she can be instrument in the success of her own students she may receive more extra-curricular responsibility.
Since the Industrial Revolution, education has transitioned from a social good to an economic good with “schools considered as firms competing with each other.” (Connell, 2009, p218) Tracy teaches in the private system but the newness of the school means that the teachers are still working towards establishing a reputation. Although there has been a recent “middle class flight” to the private system, Margaret Vickers is quick to point out that it is the “high academic and behavioural standards” that can boost enrolments, which is something that a new school needs (Vickers, 2008). This may be the reason that the school is focused on achieving exemplary results in NAPLAN rather than establishing cultural clubs and cross-curricular learning. This should come with time, once the school has an established name and respectable level of enrolments. For Tracy, parents are also a problem, but in the private system this is unavoidable and something that teachers must be willing to work with. With the heightened publicity of NAPLAN in recent years it is only natural that parents consider this test as a priority and ignore the holistic view of education. Tracy should attempt to work with the parents as their disunity may prevent funding for the programs that she wants to introduce that may promote awareness of less prioritised areas of education.
This raises the provocation “Will I be allowed to be the teacher I want to be?” Tracy may need to consider that the school may not be the right fit for her and may be able to pursue her dreams in a more liberal school. This is a natural process, which comes through self-awareness, personal exploration and experience.
References:
Connell, R. (2009). Good teachers on dangerous ground: towards a new view of teacher quality and professionalism. Critical Studies in Education, 50(3), 213-229
Connell, R. (1995). Transformative labour: theorizing the politics of teachers’ work. In M.B. Ginsburg (Ed.), The politics of educators’ work and lives (pp. 91–114). New York: Garland Publishing.
Ministerial Council on Education, Employment Training and Youth Affairs. (2003). A National Framework for Professional Standards for Teaching. Retrieved from http://www.curriculum.edu.au/verve/_resources/national_framework_file.pdf
Ornstein, A.C…[et al.] (2011). Philosophical Roots of Education (Ch.6) In Foundations of Education (pp.165-205). Wadsworth Cengage Learning.
Vickers, M. (2008). Comprehensive Secondary Schools: a comparative perspective. Manning Clark House. Retrieved from http://www.manningclark.org.au/html/Paper-Vickers_Margaret-Comprehensive_Secondary_Schools.html
