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A Praxis-Oriented Personal Response In Teaching Assignment Sample

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Introduction : A Praxis-Oriented Personal Response In Teaching

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The notion of praxis in terms of theory and its significance in educational context

Connotation and concepts of Praxis

The term Praxis has been derived from two ancient languages Greek and Latin. The meaning of this term is classified as something that is done, acted upon and practised. In simple terms, the word praxis explains a ritual that is considered to be an action derived from a specific habit (Hardy&Uljens, 2018). The first philosopher and scholar who was able to define the meaning of Praxis as an action that is oriented towards a change in society.

The Latin term has a notion of praxis which is classified as a factor to induce changes in society by using actions and reflections. In a simple response, we think of a change and work accordingly to make it a reality. The factors that personify these changes are the ends and means.

The interplay goes on between the thoughts and actions of a person who wants to bring such changes. Thus, we can identify a factor which shows a method is involved to interpret, understand and apply different factors that are able to induce these changes. All of these actions occur under the umbrella of a single process.

The process of using Praxis is not to start an action simply on the basis of a reflection. These actions are always attached to the mechanisms of different types of qualities (Schröder, 2019). The qualities that are drilled into the notion of praxis look after the wellness of human beings. The other qualities are to submit oneself in the quest for truth and total respect for others. 

The essence of praxis in terms of education

An outline of the theory that aids to learn more about teaching and learning is very important. The theory is an important factor that is able to make a probable amalgamation of a purpose in line with moral factors. The other factors include the framework of a theory and purpose which is intellectual by nature (Hardy, Heikkinen& Olin, 2020). This is not the end of making a framework for a certain reason. The practical awareness obtained by the teachers is involved in designing the structure of this theory. Thus, an action that is taken due to some common information is classified as praxis.

The distinction between theory and practice is blurred in this concept. The usefulness of an abstract theory comes only after one is able to make some notable changes in the education sector.

The role of the APST is to outline the professional learning needs that develop praxis

The approach of Praxis taken by the APST has a balance between the importance of knowledge and skills. These impacts are highly effective in helping a student reach the edge of their potency (Sacramento, 2019). The qualities that are vested in the format of praxis learning are unique. They belong to a high class due to the short time it takes to unlock the learning potential of the students. Approaches that create an environment of induction and deduction are applied by Praxis.

Relation of praxis in terms of practitioner inquiry

The nature, role, and value of practitioner inquiry and praxis

The conclusion can be drafted that Praxis is a blend of theory and practice. The involvement of praxis is considered to nurture the links created between theory and practice (Velez, 2021). The practitioner enquiry is oriented by Praxis due to the approach it gives to developing knowledge and skills. These are the components that are necessary to shape oneself as a professional. The professionals must know the ways to take over a complete spectrum of learning and teaching. The professional approach was adopted by me as a professional practice source. The adoption helped me to ask myself some questions about the beliefs and values held by me over education.

I took steps to apply this theory in my practice by assessing over 8th and 11th standards biology students. The implementation of these hands-on experiences was equally effective in making a student teach (Hardy, 2018). The impact was deep enough to reflect on the professional development of my career. I was able to receive these new insights that changed my pre-conceived assumptions and common beliefs on explaining science. On the contrary, I have gathered the knowledge to be more active in the role of learning something new from these teachings.

The notions of data, evidence and impactful guide on practitioner enquiry

The data gathered help APSTs to draw an outline of modern teaching methods. These data are credible resources that help the teachers to understand which method of teaching is effective for the students. These are the findings that can be used in different classes that come in the future. The process of making theories by myself was completed after collecting data from the classes (Roberts et al. 2021). Thus, I could see myself preparing a future lesson plan that helps me to improve in the places I hinder.

The guide to maintaining a healthy practitioner inquiry lets the teachers be a part of the evaluation process. The evaluation is done in a critical sense to search for more approaches that are innovative and impactful. The guide of practitioner inquiry helps in the process of developing some of the most unique skills for teachers to use in the classes. A factor of collaboration among co-workers helps to figure out challenges and the ways to solve them.

Meaningful practices of praxis to develop the learning of students

A structure that aims at developing brand-new methods of education is complex during the stages of development. An influence of positivity ventures over the development of new methods that engage the students. The sections that cover the entire spectrum of student engagement are three in total. The engagements work on behaviour, emotion and cognitive development (Tan &Seow, 2022). These types of learning developments aid the students to produce a cognitive backdrop. The factor of cognition creates the ability to nurture reflective thinking on a broad scale.

The collection of data for analysis helps to gather evidence that improves the facets of learning and teaching. We can figure out the need of every student by undertaking the data praxis approach. The analysis of these data will supply us with a complete picture of student data. 

Effects of dispositions and growth mindsets on enabling praxis

The factor of teaching a class depends mostly on attitude instead of talents and skills. The approach taken to thrive praxis during the practices of teaching is very helpful. The approach is a particular attitude that drives students to learn lessons in varied fields. The attitude is a simple mindset of growth in terms of academics (Morales et al. 2020). The benefit of having these mindsets is to seek growth in the life of others and in themselves. Thus, helping students to solve practical problems with the lessons they learned in their class. Praxis is enabled when the learners consider a mistake as a moment to add something new to their book of knowledge. Another trait of the growth mindset is to operate in terms of high risks of failure and gain an increase in knowledge. Thus, praxis encourages the learners to pledge more time from their life to increase the bar of achievement.

Significant learning can be facilitated by amalgamating the components held by a teacher. Every educator has a certain attitude and belief that shows a relation with the properties of disposition (Shrestha, 2022). Thus, the dispositions of professional learning are produced on the basis of learning activities. They help to enable thinking that makes everything visible through the process of documentation. The form of action that was associated with disposition has some goals and activities as they cannot be separated.

The process of praxis holds a perspective that reflects the main purpose of education. They help the students to get better progress in their academic careers. These dispositions are associated with actions that are interconnected with one another in different ways. The essence of a good life depends mostly on the factors of observation, analysis and interpretation (Burke &Larmar, 2021). In this case, the disposition developed by the teacher is going to interpret and develop everyone’s approach towards praxis. The interference of teachers helps in the demonstration of praxis in a notable method. This is the place where approaches that are traditional by nature are removed from their place.

The ones who are involved in the process of developing Praxis are able to show certain emphasis. The stress comes from the theories that are able to develop a critical reflection on a practice involved with praxis. In this method, the factor which has been ensured is that the praxis is grounded in a specific theory (Hardy & Melville, 2019). Thus, the development of theory is covered by the process of practical implications. These types of notable implications are revolved around a certain factor which develops the methods to completely take over a theory. In this particular incident, different types of theories develop the methods in which the context is able to operate. Thus one is able to draw a conclusion about the events going to happen with the presence of praxis. The education system that has been derived from the process of praxis means to define a factor. The factor says that all the actions that are taken must be done on the basis of information.

Processes and environmental factors that enable praxis

The environments that are dedicated towards the process of learning help the learners in a big way. The space that has been allocated by the school, unbearable control over the temperature and classes with poor sitting arrangements are not helpful (Navarro, 2018). There are other factors apart from the environment given by the school. In this case, the environment at the home of the students deeply affects the factors that enable praxis.

Students tend to learn something new faster than others who live and study in a positive environment. Thus, the teachers have the ability to start praxis on a higher note just by bringing some changes in the class. The method has been considered to be very effective as they are able to create a positive environment (Powell & Jones, 2019). These are the environment that is able to trigger the essence of praxis. Here, theory and practical implications are carried out on a daily basis. Therefore, they provide an environment where a large amount of space is left to help the students have firm control over praxis.

The environment at home is another factor which is responsible for the demonstration of praxis. There are multiple factors that are able to employ a varied range of components to aid in the implementation of this teaching method (Bach, 2022). In this case, the method of teaching is governed by a culture that rules over the family. They are going to develop avast implication of practical based teaching solutions on the basis of the culture.

The vast space of a classroom is commonly used by the teachers performing praxis to simultaneously develop theories and showcase their practical approach. Thus, a class of limited students where different types of methods are usually employed to find a credible result is helpful. The accessibility to such a positive environment is considered to be one of the sole factors that launch praxis (Quanet al. 2019). The result of this approach is to learn new concepts faster with a motive to execute the analysis in a deep format. Therefore, valuable thoughts are present in the action that is going to bring a certain amount of change in terms of learning something new. The factors of a home which is going to provide a common environment for all the learners are socio-economic conditions. Other than these conditions there are a few more factors like religious background and the place of residence.

In the given context, it can be classified that a healthy and suitable learning environment is going to shape a bright future for the students. The learners are going to be busy in a cycle of a theory which has been taught to the students. These theories are further applied on the grounds of giving a practical essence.

Thus, the essence of these theories and practical learning is evaluated for proper understanding. Once the process of evaluation is complete, the learners are going to be presented with a report (Alvarez & Milner, 2018). This is the report that is supposed to reflect the theory which was taught to the learners in the first stage of praxis.

References

Hardy, I., &Uljens, M. (2018). Critiquing Curriculum Policy Reform in Finland and Australia:: A Non-affirmative, and Praxis-oriented Approach. TCI (Transnational Curriculum Inquiry), 15(2), 50-82. Retrieved from: https://ojs.library.ubc.ca/index.php/tci/article/view/191090/188555

Schröder, T. (2019). A regional approach for the development of TVET systems in the light of the 4th industrial revolution: the regional association of vocational and technical education in Asia. International Journal of Training Research, 17(sup1), 83-95. Retrieved from: https://www.tandfonline.com/doi/pdf/10.1080/14480220.2019.1629728

Hardy, I., Heikkinen, H., & Olin, A. (2020). Conceptualising and contesting ‘fast policy’in teacher learning: a comparative analysis of Sweden, Finland and Australia. Teacher Development, 24(4), 466-482. Retrieved from: https://www.tandfonline.com/doi/pdf/10.1080/13664530.2020.1776761

Sacramento, J. (2019). Critical collective consciousness: Ethnic studies teachers and professional development. Equity & excellence in education, 52(2-3), 167-184. Retrieved from: https://www.academia.edu/download/64524424/EEE-Sacramento-CriticalCollectiveConsciousness-2019.pdf

Velez, G. (2021). Learning peace: Adolescent Colombians’ interpretations of and responses to peace education curriculum. Peace and Conflict: Journal of Peace Psychology, 27(2), 146. Retrieved from: https://epublications.marquette.edu/cgi/viewcontent.cgi?article=1587&context=edu_fac

Hardy, I. (2018). Practice theory and policy: redesigning ‘quality’teacher education in Australia. In Education in an Era of Schooling (pp. 197-212). Springer, Singapore. Retrieved from: https://www.academia.edu/download/79390574/978-981-13-2053-8_14.pdf

Roberts, T. S., Gutiérrez, L., Gibbs Grey, T., & Jones Stanbrough, R. (2021). Trailblazers, reciprocity, and doctoral education: The pursuit of critical race praxis and survivanceamong doctoral students of color. The Journal of Higher Education, 92(2), 227-251. Retrieved from: https://www.academia.edu/download/64503911/Trailblazers,%20Reciprocity,%20and%20Doctoral%20Education,%20The%20Pursuit%20of%20Critical%20Race%20Praxis%20&%20Survivance....pdf

Tan, Q. H., &Seow, T. (2022). Towards transformative pedagogies for sustainability education. HSSE Online. Retrieved from: https://repository.nie.edu.sg/bitstream/10497/24512/1/HSSE%20Online11-2-81.pdf

Morales, D. M., Ruggiano, C., Carter, C., Pfeifer, K. J., & Green, K. L. (2020). Disrupting to sustain: Teacher preparation through innovative teaching and learning practices. Journal of Culture and Values in Education, 3(1), 1-20. Retrieved from: https://cultureandvalues.org/index.php/JCV/article/download/77/36

Shrestha, R. (2022). Research as/for Reconceptualizing Learning in Nepal: A Praxis of a Teacher-Researcher. Journal of Transformative Praxis, 3(1), 25-39. Retrieved from: http://www.kusoed.edu.np/journal/index.php/jtp/article/download/581/250

Burke, K., &Larmar, S. (2021). Acknowledging another face in the virtual crowd: Reimagining the online experience in higher education through an online pedagogy of care. Journal of Further and Higher Education, 45(5), 601-615. Retrieved from: https://www.academia.edu/download/64377117/BURKE.LARMAR.Acknowledging%20another%20face%20in%20the%20virtual%20crowd.pdf

Hardy, I., & Melville, W. (2019). Policy as praxis: Senior educators’ enactment of assessment policy reform. Power and Education, 11(1), 69-84. Retrieved from: https://journals.sagepub.com/doi/pdf/10.1177/1757743818819520

Navarro, O. (2018). We can’t do this alone: Validating and inspiring social justice teaching through a community of transformative praxis. Curriculum Inquiry, 48(3), 335-358. Retrieved from: https://www.academia.edu/download/65778709/2018_Navarro_We_cant_do_this_alone.pdf

Powell, D., & Jones, S. (2019). Using ‘teacher talk’to reimagine FE-based research as a basis for teaching, learning and assessment. Journal for the Centre of Studies in Practice and Culture in Education, 2(1). Retrieved from: https://pure.hud.ac.uk/ws/files/15795910/Final_version_Using_teacher_talk_to_reimagine_FE_based_research_as_a_basis_for_teaching_learning_and_assessment.pdf

Bach, J. (2022). Multilingualism in Social Studies Classrooms: A Multiple Case Study Investigating Pre-service Teachers’ Ideology and Praxis. Retrieved from: https://conservancy.umn.edu/bitstream/handle/11299/241277/Bach_umn_0130M_23321.pdf?sequence=1&isAllowed=y

Quan, T., Bracho, C. A., Wilkerson, M., & Clark, M. (2019). Empowerment and transformation: Integrating teacher identity, activism, and criticality across three teacher education programs. Review of Education, Pedagogy, and Cultural Studies, 41(4-5), 218-251. Retrieved from: https://www.academia.edu/download/67788186/2019REPCS_BracQuanWilkClar.pdf

Alvarez, A., & Milner IV, H. R. (2018). Exploring teachers’ beliefs and feelings about race and police violence. Teaching Education, 29(4), 383-394. Retrieved from: https://www.researchgate.net/profile/Adam-Alvarez/publication/330819854_Exploring_teachers'_beliefs_and_feelings_about_race_and_police_violence/links/6081b038907dcf667bb98f82/Exploring-teachers-beliefs-and-feelings-about-race-and-police-violence.pdf

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