PROFESSIONALCOMPETENCYSELFEVALUATIONS

FOUNDATIONS(1,2)
Toactasaprofessionalinheritor,criticandinterpreterofknowledgeorculturewhenteachingstudents.
FEATURES
Situatesthediscipline'sbasicbenchmarksandpointsofunderstanding(concepts,postulatesandmethods)inorderto
facilitatesignificant,indepthlearningbystudents.
Adoptsacriticalapproachtothesubjectmatter.
Establisheslinksbetweenthesecondaryculturesetoutintheprogramandthesecondarycultureofthestudents.
Transformstheclassroomintoaculturalbaseopentoarangeofdifferentviewpointswithinacommonspace.
Castsacriticallookathisorherownorigins,culturalpracticesandsocialrole.
LEVELOFMASTERY
Bytheendofhisorherinitialtraining,thestudentteachershouldbeableto:
understandthesubjectspecificandprogramspecificknowledgetobetaught,soastobeabletopromotethecreationof
meaningfullinksbythestudents;
exhibitacriticalunderstandingofhisorherculturaldevelopmentandbeawareofitspotentialandlimitations;
exhibitacriticalunderstandingoftheknowledgetobetaught,soastopromotethecreationofmeaningfullinksbythe
students;

Establishlinkswiththestudents'cultureintheproposedlearningactivities.

HowhaveIdevelopedthiscompetencyduringthiscourseorprofessionalseminar/fieldexperience?

During
my first field experience, this competency was partially developed. While I was in a kindergarten

class,
I had the opportunity to observe an activity called star of the week, where parents could come

during
class time and introduce their child, his or her cultural background and other pieces of information

about
him or her. As my school was very multicultural and diverse, it was very interesting to see, as it

transformed
the classroom into a cultural base where links with the students culture could be formed in

the
learning experience. It was definitely an activity I would like to recreate in my future teaching practice.

Since
this is my first field experience, I have not managed a classroom, which limits my participation in

the
other features. However, I will work on these others features, and am aware of my cultural

background
and how it can affect my role as a teacher. Indeed, I grew up in a bilingual household, where

we
all spoke French and English interchangeably. I am also a female minority that was born in a

multicultural family, which I do believe gives me an advantage. Indeed, my host school was very

multicultural, as was my elementary school and as many schools in Canada are today. As I am used to

having
many different cultures in my entourage, I had no trouble connecting with the diverse children or
understanding the need for multicultural education, as it promotes students positive self-identity in their

heritage,
acceptance of people from diver backgrounds, and critical self-assessment. (Parkway, 2012,

p.145).
I do, however, understand that being a female minority can sometimes lead to difficulties in my

future
teaching endeavors.

Attachadditionalsheetsifnecessary.

WHATISMYCURRENTLEVELOFMASTERY?(CHOOSEONE)*
ADVANCED

THOROUGH

ACCEPTABLE

PARTIAL

MINIMAL

*Usethefeaturesofthecompetency(listedabove)andtheprofessionalcompetencyrubric.

260691676
Tatiana Julien
Name_____________________________________________________ID________________________

15/12/2015
EDEC 201
Date:______________________________CourseName&Number(e.g.EDEC253)_________________PS/FElevel(circleone)1234

KEEPTHESEFORMSINYOURPROFESSIONALPORTFOLIO.YOUWILLADDTOTHEMEACHYEAR.