PROFESSIONAL COMPETENCY 11
Field Experience 1
In my first field experience, I was fortunate to have a CT who was very willing to share her pedagogical reasoning and make suggestions based on my own budding teaching personality. I have also had many opportunities throughout my schooling to ruminate on and re-adjust my ideas of teaching, as well as to be exposed to new information.
Since the first field experience, I was able to attend the 2017 SPEAQ on campus (see here for a report I wrote on my favourite program of the day.)
I have also written another earlier iteration of my teaching philosophy, which can be seen here. It is interesting to see that, although many of my core values in teaching have remained the same, some of my priorities have shifted since my first year of education. I welcome the changes in my perspective, as I believe they are evidence of growth.
Lastly, I have had opportunities to read others' academic work, and extrapolate my own ideas of teaching from them. Here are two examples of my critical work: an article review on Indigenous, Minority, and Heritage Language Education in Canada (Duff et al.), and another on Developing a Teacher Identity (Franzak).
Field Experience 2
Throughout this field experience, I continued to take extensive notes in my journal whilst reflecting on how my observations would affect my teaching practices and philosophy. Linked here is an excerpt from my professional journal that demonstrates this.
I also focused on my goals and how I can achieve full development in areas I'd like to improve in. Here is a link to a SMART goal I wrote regarding my interaction with others in French.
Lastly, I continue to work to achieve a higher academic understanding of ESL education and related topics. Using the materials I read in my second professional seminar, as well as my own ideas and observations, I wrote a new iteration of my teaching philosophy.