Teaching within a Belief System

Introduction
The term paradigm indicates a belief system. Belief systems are the strongest foundation to practices.
The teacher has belief systems about themselves, their students and the subjects they teach.
Students have belief systems about themselves and their teacher and the nature of schooling.
Uncovering one's belief systems is called critical reflective practice.

Critically Reflective Practice
In part 1 we talked about reflective practice as making sense of one's practice in the light of the bodies of knowledge.

In this module we take that concept one step further endeavouring to understand the different bodies of knowledge that inform our understanding of given situations. This is called critical reflective practice.

The term critical is used in this phrase to indicate a deep form of thinking rather than censuring or finding fault, as the word sometimes means. This deep thinking involves exploring the belief systems or basic assumptions that underpin a particular body of knowledge.

The teaching/learning paradigms
Any practice is can be evaluated in terms of the range of belief systems - or paradigms - that influence that practice

With teaching and learning:

• The teacher has beliefs about themselves, the students, the curriculum and the context in which they are teaching.
• The students have beliefs about themselves, what they are learning and the value and nature of schooling.
• Other stakeholders linked to a students' education also have belief systems.
  
  

The Self Fulfilling Prophecy

A self-fulfilling prophecy occurs when we make a prediction or formulate a belief that proves true because we have made the prediction and have acted on it as if it were true. Identifying the four basic steps in the self-fulfilling prophecy should clarify this important conept and its implications for interpersonal perception.

1. We make a prediction or formulate a belief about a person or situation (For example we believe that a group of students is below intelligence)
2. We act toward that person or situation as if the prediction or belief is in fact true. (For example we teach the group of students without any expectations of their achievement)
3. Because we act as if it were true it becomes true. (For example the students fail to achieve because we have not indicated our expectations that they will)
4. We observe our effect on the person or the situation and what we see strengthens our initial belief. (For example we conclude that the students are in fact low achieving students)

Source: De Vito, J. (1988) Human Communication. The Basic Course. Harper and Row Publishers, New York.

The activities on this page and in activity one are sourced from: Hill, G. edition (2004). EDP 1101 Guide, Reflecting on teaching and learning. Perth, Edith Cowan University.