ABOUT ME
Transition into
the
Profession
My name is Isabella Balzer, and I am currently a preservice teacher in my final year of study in the Bachelor of Early Childhood and Primary Education at Australian Catholic University.
This digital portfolio has been designed to showcase my understanding of the AITSL Professional Standards relating to the focus areas of 'Professional Knowledge', 'Professional Practice' and 'Professional Engagement' for Teachers, at Graduate Level. It has also given me the opportunity to provide a collection of annotated artefacts that reflect the seven standards, as well as, justify my attainments reflecting back on my teaching practices from previous work placements and experiences.
(113 words)
Hello, ciao, nî hâo, Konnichiwa, Bonjour,
and welcome to my digital portfolio!
"Teachers who love teaching...teach children to love Learning"
Teaching Philosophy
Professional Knowledge
My teaching philosophy is grounded in the idea that students "are not empty vessels waiting to be filled, but are honoured for the intelligence they bring, thus the mind is a fire waiting to be kindled and my job is to figure out and empower that gift" (Plutarch, 1927). Student empowerment is, in fact the centre of my constructivist approach to teaching, I promote critical thinking and create motivated and independent learners (Nicholas, 2006). Through this, I ‘promote equity and excellence in education’ and learners become involved in a process of meaning and construct knowledge, as opposed to receiving information passively (MCEETYA, 2008). Learning is an active process, and with this perspective I act as a facilitator of learning rather than an instructor (Fox, 2001). Thus, students have ownership of their learning and have control over their thinking.
Professional Practice
I use successful teaching strategies and apply them to well-designed teaching problems and lessons within a safe and supportive classroom (Perrott, 1982). I also aim to evaluate all aspects of my teaching practices to ensure I meet the learning needs of all students and make learning engaging and valued (DET, 2005). Additionally, I believe self-reflection is fundamental to learning; for both teachers and students to become more confident in their learning. I acknowledge the importance of new professional learning opportunities allow me to further my development (Gay & Kirkland, 2010). Successful teachers have clear and focussed goals that guide them to greatness (Rader, 2010). Setting goals is a fundamental step to further progress and effective teaching in order to improve in a certain skill area that once was challenging and grow professionally.
Professional Engagement
I acknowledge that ongoing professional learning as an important element of quality teaching. As Aristotle mentions “collaborative culture is characterised by professional discourse and shared pedagogies” (Hayes & Noonan, 2020, p.3). As mentioned in AITSL, I too value opportunities to engage with school communities within and beyond the classroom to enrich the educational context for students (AITSL, 2020). There are formal and informal opportunities for collaborative problem solving and through staying connected with other educators, we are able to work together (Trust, Krutka & Carpenter, 2015). I have been actively involved on the digital community of ‘Twitter’ where I have been able to gain a wealth of resources and knowledge, develop a toolbox of ideas in order for my pedagogical practices to become enriched in my future teaching and improve student learning.
My Qualifications
2018 Anaphylaxis E-Training
2019 Educator at Childcare Centre
2016-Present Completion of Bachelor of Early and Primary Education
(350 words- without references)
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