Based on the newest curriculum concerning basic education Finnish National Agency for Education (Opetushallitus) has released a guide how schools should take into account gender variations, which these days transcend girl and boy centric approaches. Gender-conscious teaching means that teachers are sensitive in recognising individuality and personality of each pupil, regardless of their background. In practice this means that teachers guide pupils to make individual choices instead of maintaining segregation in education and job market.
This line of thought also includes that teachers should acknowledge there are more genders than two and therefore pupils shouldn’t be only recognised as boys and girls. Recognising various sexual orientations and a multitude of identities is crucial in teaching as it helps to break stereotypes, prejudism and broadens one’s understanding.
The key is to realize that any person can become anything. A gender or being genderless shouldn’t dictate one’s life choices. That’s why teachers should encourage pupils pursue their abilities despite of deep cultural assumptions how one ‘should behave’. As with any possible topic teachers should be aware and be willing to discuss about new fields which might not be that known to them. Thus we achieve better level of inclusion among pupils.
Anything to comment?
As a teacher student it’s fascinating to speculate ‘what kind of teacher will I become?’. Based on Dr. Sue Askew, an university lecturer in health education in the University College of London, I’ll go through present day models of teaching. They comprise of roles for teacher, goals of teaching, what’s the view on learning and how feedback is seen.
- Receptive transmission
Role of teacher is to be an ‘expert’ and goals for teaching are to impart new knowledge, concepts and skills.
(This is fairly basic and could be seen as the minimum base for teaching).
View of learning includes that a cognitive dimension is stressed. Learning is individual and affected by ability which is fixed. Learning involves increased understanding of new ideas, memorasing new facts, practising new skills and making decisions based on new information.
(Memorasing is currently losing ground in teaching, since understanding and making connections are more emphasized).
Feedback discourse is considered as traditional discourse in which ‘expert’ gives information to others to help them improve. Main goal through feedback is to evaluate and it’s seen as a gift for the pupil.
(Feedback is then sort of given one-way. Most teachers I have encountered have utilized feedback in this manner).
Role of teacher is to be an expert. Goals incorporate facilitating the discovery of new knowledge, concepts and skills. And helping to make connections, discover meanings as well as to gain new insights.
View of learning is based on cognitive dimension, although social dimension is recognised to some extent. Learning is affected by abilities which can be developed and is affected by experiences. Learning involves making connections between old and new experiences, integrating new knowledge and extending established schema.
(It’s important to see learning as an ability that can always be developed, as contrast it being somehow ‘fixed’ ability).
Feedback discourse means an expanded discourse in which ‘experts’ enables others to gain understandings, make sense of experiences and make connections by the use of open questions and shared insight. Primary goal is to describe and discuss. Feedback is considered as two-way process.
Role of teacher is based more on an equal power dynamic. Teachers view themselves as learners. Goals include facilitating the discovery of new knowledge, concepts and skills. And to help make connections, discover meaning plus gain new insights. To practise self-reflection and facilitate a reflexive process in others about learning through a collaborative dialogue.
(In general I see this style progressive and good, but it could also weaken teacher’s credibility. Yet, it has to be acknowledged that a teacher is never ready and there’s always room for improvement).
View of learning includes that the cognitive, emotional and social dimensions of learning are seen as interconnected and equally important. The view of learning is extended to include reflection on the learning process itself and meta-learning, that is learning about learning.
(This manner brings up sociological dimensions of teaching, which should be better understood in order to improve pedagogical thinking).
Feedback discourse is based on expanded discourse involving a reciprocal process of talking about learning. Primary goal is to illuminate learning for all. Feedback is a dialogue, formed by loops connecting the participants.
(Finally, this manner stresses that feedback should go both ways and that teachers should also receive feedback from pupils).
As always, comments and feedback are most appreciated 😉