Master of Arts in Teaching (MAT)
This paper examines the origins of and effects on my teaching of several personal and professional conflicts with the teacher-training process, and with subsequent classroom teaching. I describe their development in relation to my previous education, work experience, and mental "habits," and compare my prior medical training with that of a language teacher. Particular attention is paid to how the different epistemologies have affected my outlook as a teacher.
I use a recent teaching experience with Cambodian refugees in North Carolina to illustrate these conflicts--e.g., the problems that developed by attempting to create an ESL syllabus in the same spiral learning style that suited my medical training but was not, in this instance, suited to a language class- room.
Lastly, I try to evolve a perspective on the profession and on my future teaching, and consider what changes or adjustments in attitude I need to make towards this end. The challenge remains to adapt and use my past education and life experience to develop effective teaching techniques and a genuine teaching style.
Education | Educational Assessment, Evaluation, and Research | Educational Methods | Teacher Education and Professional Development
Levinsohn, June, "Learning Patterns: Inborn or Acquired Stubbborness? or To Hell and Back" (1985). MA TESOL Collection. 596.