Representations of Teacher

Representation of Teachers
Teacher as Learner (Chapter 13 Churchill et al., 2019)
Teacher as Change agent (Van der Heijden et al., 2015)
Teacher as practitioner (Chapter 14 Churchill et al., 2019)
Teacher as professional
Building students’ confidence
Duty of Care
will behave ethically and comply with all the requirements of them imposed by law (TEXTBOOK)
Have the obligations to report if they think a child is not safe within their home environment
Adapt to new environment
New challenges
New Classroom
Self Reflection
Seeking Feedback
Setting goals for yourself
Personal Development
Support systems
Solving problems
Growth Mindset
Having a go
Relationships
Flexibity
Openminded
Taking on other ideas
Overcoming Challenges
Its okay to fail
Communincation
Persistence
Professional Development
Collaboration
Experience
Improvement
Honest with yourself
Connections
New ideas
Communties
Perspectives
Building Relationships
Parents
Students
Peers
Technology
Facial expressions
Body Langauage
Other teachers
Family
Friends
Ability to seek help
Mastery
Lifelong Learning
Entrepreneurship
Collaboration
Having new insights into teaching and being eager
Taking initiatives in your career to further learning
Reflecting on the teachings in a classroom
Being critical in general, of
themselves, of training
courses and innovations
Eager to learn
Reflective
Giving guidance
Successfully put the pedagogical teaching skills into play
Successfully using classroom mangement skills
Accessible
Ensuring you have good communication skills with students, parents and collegues
Having an open classroom so students feel comfortable
Positive
Always wanting the best for students within their learning and well-being
Encourage students to develop all skills surronding school
Committed
Have a passion for the education system
Being involved with the school community
Self-assured
Professional confidence
Professional
consciousness
Innovative
Collegial
Responsible
Giving meaning to change
Actively implementing change in schools
Having a clear balance of theory to professional practise
Feeling responsible for the education being taught in the surrondings
Taking initiatives in collaboration at a classroom level
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