- The development of a clear, coherent and justified view of education that enables one to: understand the place of education in an open, pluralistic and caring society; determine the content, methods and institutional arrangements that are relevant, worthwhile and appropriate for the education of children; have a personal vision of what one can achieve as an educator; understand how schooling and other institutions influence students.
- The development of a clear commitment to: respect students as persons with varied interests, backgrounds, points of view, plans,goals and aspirations; care about students and their individual development, uphold standards of excellence inherent in various forms of inquiry; uphold the principles that ought to govern a civilized, democratic and pluralistic community; establish and maintain ethical working relationships with all members of the educational community.
- The development of clear commitment to lifelong learning manifest in: openness to alternatives and possibilities; reflective practice; engagement in dialogue and collaboration with colleagues, students, parents and others in the educational community; ability to form and reform ideas, methods, techniques; setting an example to students; stimulating students to be continuous learners.
- The development of ability to create opportunities for learning that are: engaging and imaginative; significant and relevant to pupils’ educational development; intellectually challenging; sensitive to issues of social equity and cultural diversity; appropriate to building habits of sound thinking; responsive to students’ individual learning needs; reflective of growing understanding of what goes on in the classroom; consonant with learning goals.
- The development of ability to put educationally sound curriculum ideas into practice in well-organized ways.
- The development of knowledge about: teaching subjects; how individuals and groups of students learn; evaluation practices.
- The development of ability to be a thoughtful and sensitive observer of what goes on in the classroom.
- The development of ability to use evaluation and assessment practices that: use evaluative data as a means of furthering studentlearning; appreciate the subjectivity of evaluation; make use of varied practices that are congruent with learning goals; respect the dignity of each learner; show understanding of the moral implications of evaluation and assessment practices; promote self assessment.
- The development of ability to use classroom interactions that: show caring and respect for every student; encourage learners to clarify and examine their ideas; are authentic, unpretentious and honest; communicate openness, a tolerance for uncertainty, and appreciation of the spirit of inquiry.
- The development of appreciation for and skill in organizing harmonious working groups, and interpersonally sound working relationships among students.
- The development of ability to observe, understand and respond respectfully to students with different learning styles and learning difficulties.
- The development of appreciation for and ability to be flexible about curriculum — recreating, re-inventing, re-constituting, and discarding practices that have been observed, upon reflection, to be inappropriate to individual and group learning needs.
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