Completing
this Module has allowed me to reflect on my current practice, helping me to
understand the way I work and ways to improve both my mental and physical
approaches to my work. Working through the readers has enabled me to determine
a clear pathway for my inquiry.
Initially I
struggled to identify possible lines of inquiry, but by completing the tasks
set, possible topics became apparent. (Reference
A). I was interested to read about Peter Senge’s notions on the learning
organisation and how this related to my particular working environment. As a
result of further consideration and discussion with fellow workers, I felt the
topic was too broad, although interesting I didn’t feel that my findings would
impact on my personal practice.
Considering
questions that relate to my everyday professional practice (Reference B), i identified areas for possible
inquiry subjects. I started by thinking
what would enhance my practice. A common thread started to emerge and the
question of my training arose, an issue I have faced throughout my career and
one that I currently have to directly address, by completing the BAPP course my
options become clearer .
The questions
that brought me to my final line of inquiry were:-
‘The love of
teaching dance versus the restrictions of the establishment and framework of
the national curriculum’ – a topic of interest and one I face on a day to day
basis. Finding a way to teach in the style I desire whilst staying within the guidelines.
‘Freelance or
teaching in school – pros and cons’ – a topic that on reflection alone generally addresses practical
consequences, for example wages, stability, freedom. Not broad enough to be an
inquiry in its own right but an important part of the decision making process
of a dance teacher.
‘Working as a
team player within an organisation’ – this question in helped me to decide on
my line of inquiry. Helping me to identify the challenges I faced when moving
from a freelance teacher.
It’s a
question of ethics; I found it enlightening reading the Hart – Devlin debate.
The theories made me reflect on my personal practice and code of conduct,
compared to the schools code of conduct and the impact that might have on my
teaching. (Reference C). As a result of
discussing this matter with a fellow ‘unqualified’ dance teacher, my findings
were that specific dance teacher training prepares teachers to care for their
students for the time they are teaching, in school there is are wider
implications for the teacher. A topic that unquestionably is worth pursuing in
greater detail. The conversation then posed the question of the theoretical
approach to ethics which further sparked my interest in the topic of my
inquiry. (Reference D).
Although
still unsure at this point, reading others blogs and comments,(Reference E), started to make things clear, the common
denominator in all the questions and research that had interested me was the
difference between training for dance teachers and school teachers, the media
reports a great deal about teachers being unqualified but , some teachers have
specialist qualifications (Reference F). With
this in mind I identified specific questions that I felt would shape my inquiry
(Reference G). I fashioned a survey to gain
insight into others opinions and needs regarding this topic. Identifying people
of interest through facebook, blogs and groups. (Reference
H)
In conclusion, I propose an award title (Reference J). Which reflects the knowledge and
experience and will assist my future plans.
Reference B - http://janacapers.blogspot.co.uk/2013/04/4a.html
Reference F - http://blogs.spectator.co.uk/coffeehouse/2012/08/training-does-not-make-the-best-teachers/
