Questions?

I need opinions please. Firstly on the questions and secondly on the content. I am looking for opinions and experiences. Issues people have had as a qualified dance teacher working in schools but that don't hold QTS. Is it possible? is it difficult? should it happen? any views would be much appreciated.

What effects does not having QTS have on a dance teacher working in schools?

What issues do dance teachers face when they do not have QTS?

Can dance teachers follow the National Curriculum effectively without QTS?

Discuss??????????

Developing my line of inquiry

Aim: to identify issues faced by Dance teachers and dancers who do not have QTS status when working within the curriculum structure.

• Is it possible to be a successful unqualified teacher?
• What impact could it have on the students/establishment?
• What are the main issues faced by unqualified teachers?
• Are there any stigmas involved - from other members of the establishment?
• How can unqualified teachers make it easier for themselves to survive in a QTS world?

As a currently practising unqualified teacher within a school, there are various issues that I have faced. I hope that my research for this topic will help me to be a more affective and understanding practitioner and help other dancers make the successful transition from freelancer to school teacher with an idea of what they may face. 

I will conduct interviews and surveys with fellow dancers and teachers, research literature to establish  the opinions of society regarding unqualified teachers, create a SIG group for discussion. 

Reaching out to anyone currently working as an unqualified teacher in school or would like to have their say please get in touch... 

Developing my line of inquiry

http://blogs.spectator.co.uk/coffeehouse/2012/08/training-does-not-make-the-best-teachers/

Developing My Line of inquiry

Having read all the readers and many blogs, I am still at a loss as to what to choose as my topic of interest. I keep changing my mind and time is running out. I need to stop challenging myself about the fact that this should have been done by now and just get on with it!!

Having read Emma Hughes's blog, she completed the course last year. http://emmahughes7.blogspot.co.uk/2011/11/4a-back-to-start-developing-my-line-of.html

It has struck me that I and many people around me have had to deal with the transition from Freelance dance teacher to School teacher and how we deal with adapting to the constraints of the Curriculum and school's policy. It is an issue that I have struggled and fought against and know others that feel the same. This predominantly is an issue for those of us that come under the heading of 'unqualified teachers' within school because although dance qualified do not hold QTS status. Completing a PGCE or GTP programme prepares you for this but we have yet to go through that training.

I like this idea...... Any thoughts?

5B - Teacher Standards

Ethics

An interesting read ......

http://www.bbc.co.uk/ethics/introduction/virtue.shtml

5C - Ethics & Morals

This looks at how different societies follow different moral codes which can lead to tensions, it also talks about the question of Law within ethics and morals.

The Hart-Devlin debate discusses Personal and Social morals. Devlin argued that personal and social conduct should be regulated whilst Hart argues that the purpose of law is to prevent certain harmful acts such as theft, violence and killing but that there can be no common morality to the entire populace.

This made me consider how these theories work for me in my practice. There has to be a common code of conduct within the school environment but I feel it must allow for personal and cultural differences.

Reading this reader has made me reflect on my practice, questioning my own code of conduct and consistency within my practice. I also considered how important I feel it is to allow my colleagues and students to function not only within the constraints of the establishment but also within their own moral code. Where conflicts arise, discussion and diplomacy must be exercised. Bringing me back to the need to be less judgemental and more understanding..... As my husband would say - 'giving up my need to be right!'.

Considering the Theoretical Approach to ethics. I have been considering how they fit into my professional practice. Discussing it with a fellow colleague the question of the Virtue Ethist theory arose and how/if it has a place within teaching. We decided that although it is important to follow the ethics set down by the school there are times when it would be beneficial to 'bend these rules'.

Question- if the ethos of the school is to not use mobile phones..... Is it ok to allow the dance students to use their phones for music/video/photos within the controlled environment of the dance lesson.  A very useful resource but not in line with the schools standards?  Our main consideration is the impact this would have on other lessons and the consistency of standards with school. We concluded that this could be acceptable if we could guarantee that the students wouldn't abuse the privilege and respect the no mobile rule in other lessons, but that there may be students that would use the opportunity to expect to be able to use their phones in other lessons. This would come into the realms of  the Consequentialist theory. Although the Deontology theory probably should be practiced within school, realistically I'm not sure it is possible.

A thought provoking exercise giving me food for thought within my practice..........