Académique Documents
Professionnel Documents
Culture Documents
Data Collection
I collected data using three different techniques, including; receiving feedback from my mentor teacher in
both written and verbal form. While I was teaching, my mentor observed my practice and provided
feedback. Initially I used a feedback proforma provided by the university, but this then changed to better
suit my supervising teacher (See appendix 1). This new feedback proforma that I used, enabled me to
clearly identify my current level of ability and where my strengths and weaknesses were. I was able to see
if my content was appropriate and if my strategies were effective and how.
I used personal reflections (See Appendix 2) to evaluate how I thought my lesson went and after my
lessons my mentor and I would discuss. First I would provide my own analysis of the lesson, then would
discuss if she felt there was anything I had not considered. Initially I was extremely critical of myself and my
practise but with encouragement from my mentor, I have been able to see that just because something did
not work does not mean you did a bad job, it just wasn’t right for the students. This has helped me to see
that not everything needs to change but a simple change in one strategy can make a big difference.
I also sought feedback from a critical friend who read my feedback from my mentor and my personal
reflections and gave another view on what they thought could be improved. The data collected using these
techniques allowed me to improve my abilities in content and teaching strategies.
Reflection
As an early childhood teacher, one of the most relevant documents alongside the Australian Curriculum is
the Early Years Learning Framework. When looking at reflection as an educator, it is an ongoing and
continuous practice and for me this has been the reality of my inquiry. “Educators continually seek ways to
build their professional knowledge and develop learning” (Department of Education, Employment and
Work Place Relations [DEEWER] 2009, p.14). Being able to seek professional support from my mentor and
others within the school including the leadership team I have been able to develop my skills and
knowledge throughout my inquiry.
This inquiry has enabled me to accurately determine where my skills are and what improvements are
needed. It is clear to me that I have a solid understanding of the content and how it can be taught, I can
also see that my ability to use different teaching strategies is an area that needs support. Fortunately, over
the course of my unit I was able to seek feedback from my mentor and my critical friend, which enabled
me to reflect and plan using a number of different strategies. If those strategies did not work, I was able to
try again or try something different. Receiving feedback, both written and verbal, was highly beneficial as it
enabled me to critically reflect on my own abilities as a teacher and to see areas of improvement.
According to Tucker (2010), children are captivated and curious, and through mathematics this curiosity
can be encouraged in many ways. This includes open-ended questions and resources and allowing students
time to explore and extend their enquiry. This quote which fostered my inquiry project has opened my
mind as a teacher to the real wonder that children have, their ability to question everything and their need
to understand in a way that benefits them.
Conclusion
Using the feedback from my mentor my personal reflections, and the feedback from my critical friend I can
say that I currently sit at a graduate level in relation to the AITSL standards. I have been able to clearly
demonstrate my ability to demonstrate knowledge and understanding of the concepts, substance and
structure of the content and teaching strategies of the teaching area. This has started the foundation of my
continual self-reflection and improvement of my teaching practice, in a way that is critical and enables me
to continuously improve and work my way towards being at lead level.
Reference List
AITSL 2016, Hughie the helicopter, video, YouTube, 17 April, viewed 28 July 2018,
<https://www.youtube.com/watch?v=vaW_-Nldgp0>.
Department of Education, Employment and Work Place Relations (DEEWR) 2009, Being, belonging and becoming,
early years learning framework, Viewed 25 August 2018, <http;//www.education.gov.au>early-years-learning-
framework>.
Hyde, M, Carpenter, L, & Conwa, R 2014, Diversity, inclusion & engagement, Oxford University Press, Australia.
Lyons, G, Ford, M, & Slee, J 2014, ‘Relationships and communication’, Classroom management: creating positive
learning environments, 4th edn, Cengage Learning, South Melbourne, Victoria, pp.42-60.
Tucker, K 2010, Mathematica through play in the early years, 3rd edn, SAGE publications Inc, New delhi
Woolfolk, A & Margetts, K 2013, Educational psychology, 3rd edn, Pearson Education, Frenchs Forest, NSW.
Appendix 1.
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Differentiation and catering for the needs of all students (AITSL STANDARD 1)
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Explicit lesson objectives and evidence of a clear lesson sequence (AITSL STANDARD 3)
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Relationship with the students and overall classroom climate (AITSL STANDARD 4)
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Appendix 2
Reflective journal questions.