Summary

Summary



This article is about developing professional identities and knowledge: Learning Primary teachers. It explores how beginning teachers develop their professional identities and knowledge by the building of specific knowledge interacted with other ingredients in order to understanding the teacher development and policy for teacher educators and for student-teachers themselves. Robin who wrote this article just focuses to PCK (Pedagogic Content Knowledge) and SMK (Subject Management Knowledge). According to a model of teacher knowledge by Sulman (1986) it distinguished several types of knowledge required for teaching along general knowledge and pedagogic content knowledge (PCK). PCK is been influential for studying teaching but a view of knowledge as external to individual and fixed. Besides, Nias (1989) which drew upon symbolic interactionism and self psychology for impinge upon the ‘substantial self’. Furthermore, practice and structures and constraints and pressure were the important elements to the beginner teacher as a fundamental criticism. Besides, professional identities are important to beginner teacher for developing their practice in teaching. Identity is not only individual biographies but also social structural. According to Wenger (1998), identity is produced as a lived experience of participation in specific communities. The intensity of experience becoming a beginner teacher is a powerful influence on the development of a teacher’s practice and identity. Therefore, identity and practice is articulated have close connection. Besides, Information on students prior qualifications and was experience was gathered at entry to the programme. From the article, First stage, they complicated questionnaires on their attitudes to science and on their confidence to explore their SMK (Subject Management Knowledge) and PCK. Second stage, interviews to sought relevant biographical information and their individual responses to the experiences. Third stage, interviewed again at the end of the programme. Finally, they completed a short written task about the teaching of electricity. The end of their first year as qualified teachers students were contacted again in order to be observed. A part of that, from the article, the subject of research is to reflect the cohort of students in terms of subject specialism, maturity, gender, teaching of pupils across the primary age range, their performance in science on the programme and on teaching practices. There are four sample selected in this research. First sample is Beth. She is specialist in Geography but she does not care to teach science subject. Her identity was developing as a generalist class teacher rather than subject specialist. Second sample is Tess. She is more confident in science subject. She also more creative because she gained her idea by observe other teachers and to have a lots of meeting with head teacher. Third sample is Ann. She looked confident but she cannot handle her stress because she must do a lot of work a time. Last sample is Richard. He viewed himself as a confident person, sometimes overconfidence. Firstly he just tried to become a teacher but lastly he happy become a teacher although he not have any experience. As a conclusion, becoming a teacher we must become more creative to create environment in classroom more interesting by teaching in multiple ways. Therefore, specific teaching strategies for particular topics are supported by appropriate subject knowledge. Besides, the centrality of general pedagogic knowledge and skill for primary teachers should be acknowledged but the other factor also must consider; for example beliefs and feelings about themselves as teacher are also important in classroom management.


Reflective Writing



After I finished reading the article, I can understand the scenario becoming a primary teacher.

In regards of the article entitle ‘developing Professional Identities and knowledge: becoming primary teachers, I would portray that as to become a teacher it requires both personal and professional skills: Based on the article, I am acknowledge that Richard loved being a teacher although he did not have experience. Besides, becoming a primary teacher we must become a patient person. This is because teacher does not only teaching but also do multiply work in a time. Therefore, teacher must make a planning before teaching. This happen to Ann, she was stressed in becoming a teacher because she must do multiple of a job. A part of that, primary teacher also must become creative in teaching. The reason is to ensure the class is more cheerful and not boring. As for example, teacher can use tool kits to teach the students. From Tess’s story, I can see that she is more creative because she had gained a lot of idea and experiences by talking with other teachers; senior teachers.

As for a conclusion becoming a primary teacher requires a teacher to like teaching well equip with pedagogical knowledge should be well establish with classroom management. It is because classroom management will helps to control the learning situation while pedagogical knowledge will determine the effectiveness.