Three Teacher Images

In the first chapter of “Against Common Sense,” Kumashiro describes three images of “good teachers.” They are learned practitioner, researcher, and professional. Reflecting on my time in the Education program, I think that the program uses aspects of all three, with a larger focus on the researcher and professional roles. All teachers need to think about who their students are and about what they are going to teach, but the U of R focuses much more on student’s diversity and identities. As a faculty, we are constantly disrupting our own beliefs and making changes to common practices. That’s what ECS 210 is all about. As a result, we are researchers who are always reflecting on what has shaped us and how we can improve ourselves and education. An example of this is the autobiography assignment we just completed. Lastly, as students we understand that teaching is a profession, and therefore know what is expected of us in this faculty. Overall, I think the faculty is a good mix of all three types of teaching, and am glad that it is. I think if a teacher were to focus too much on being one image, as a whole they would not be very strong. Challenging the norm, self reflecting, and being professional are all crucial components of being a teacher, in order to teach students to do the same.


10 thoughts on “Three Teacher Images

  1. kerriecraske says:

    I agree with your response that we are taught at the U of R to be both researchers and professionals majority of the time. We are required to reflect about issues in Canadian schools and focus on developing our identities as teachers. You make very good points about how we fit into all three teacher images at the University of Regina!

  2. Eumir Mercado says:

    “we are constantly disrupting our own beliefs and making changes to common practices” 🙂

    As teachers and adults, we role model growth, the same type of growth we expect of our students.

  3. Kailyn Smith says:

    This is a great post Ashton! I agree that the U of R Faculty of Education is a mix of all three perspectives on educators. I think that self-reflecting is a major part of self-improvement. In order to become better educators and understand our students, we need to be able to access our teaching abilities and be able to improve ourselves in order to improve our students’ learning. Each student learns differently so we need to take time to understand each of our students’ needs. I agree that diversity and identity is a focus in the Faculty of Education also. I like how the program challenges the status quo as well as our own beliefs.

    • ashtonmills says:

      Thanks Kailyn! I agree with you about how the program challenges the status quo and our own beliefs. While learning the standards of teaching, such as classroom management and lesson planning are important, the additional education that U of R gives us is equally, if not more, important!

  4. cameronmohan says:

    I had a lot of the same perceptions you did Ashton. However I personally interpret the UofR education program’s focus on “constantly disrupting our own beliefs and making changes to common practices” as being more in the teacher practitioner area. Kumashiro outlines the Practitioner as someone who is concerned about the students and how they learn and how they develop their identity. As you said our program has a strong focus on teaching us to pinpoint things within the curriculum or within the norms of society that deal advantages to some students and disadvantages to others, and to identify spaces of oppression that may hinder a child’s learning, which ultimately will affect our practice in the classroom. But ultimately I think all 3 of the categories are strongly represented in our program.

    • ashtonmills says:

      Thanks Taryn! I think that if a teacher does not possess qualities of all three, they can be successful in some areas of their teaching, but not in all. All three are crucial in creating a positive classroom environment.

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