Throughout the course of this
semester, I have continually asked myself what I want out of this program, and
more specifically out of my fieldwork experience. There are many approaches to
teacher preparation, ranging from the hands off sink-or-swim model to the more
hyper involved teacher-proofing methods, but I think Bomer & Bomer (2001)
highlight the most important aspect of a quality teacher preparation program:
the inquiry based model. If we, as teachers, are not continually “questioning
our teaching and making it better,” then we open ourselves up to enormous risk,
and more importantly we run the risk of failing our students. In order to
question our teaching, we first must have an understanding of our role as a
teacher and its complex relationship with the social system. There will be no
way, for us (as teachers) to have a constructive impact on the social
injustices of the classroom if we refuse to acknowledge their intricate
presence. Everything about the schooling system and experience is political, so
teachers, whether they accept it or not, are hugely political figures. Because
of this reality, we must have a strong “public consciousness” in order to
actively promote social justice through the mode of educational equity (Bomer
& Bomer, 2001). This is obviously easier said than done, as are most important
aspects of teaching. A progressive teacher preparation program must underscore
the composite forces behind each decision presented in a classroom, and give
the teacher the faculty to make these decisions within a framework that reaches
far beyond the classroom walls, ultimately addressing each student within their
individual, social, and political context. With that in mind, my goal this
semester (and the next three) is to continue developing my “teaching compass”
that will guide me throughout my career and allow me to self regulate my
progression on a daily basis. To be a teacher is ultimately to be a student, as
the necessity for continual “questioning” and pursuit of theoretical and
practical knowledge should never be limited to the structure of a teacher preparation
program.
