Reflective Statement on Career Choosing - Essay Example

?Reflective ment Introduction In studying under Module ED 2001, there were various information and learning experiences I was able to gain. Thislearning process has contributed to my personal and professional growth and the skills I have also developed are important and valuable tools for my future practice. This paper is a reflection of the development of my professional knowledge, skills, and attitudes as a result of studying module 2001. Four topics shall be considered in this reflection: theories of career choice and the DOTS model of career decision-making; the professions and professionalism; learning from experience, reflection and reflective writing; and graduate outcomes and the graduate labour market. Body 1. Theories of career choice and the DOTS model of career decision-making Based on the DOTs model, there are four careers education tasks which have to be accomplished by the student in order to ensure the development of opportunity awareness, self awareness, decision learning, and transition learning. Opportunity awareness refers to the assistance given to students in order to enable understanding of the world they are going to enter, the various opportunities therein, the demands that this world shall make of them, and the rewards offered (Law and Watts, 2003). Self-awareness refers to the assistance given to students in order to give them a better sense of self as individuals with unique qualities. Decision learning refers to assistance offered to students to understand the various ways in which their decisions can be made. Finally, transition learning considers the assistance given to students in order to be more aware of the skills they would need to handle transitions they need to take as grownups (Law and Watts, 2003). In terms of opportunity awareness as a future early years teacher, the DOTs model prompts me to understand the work of an early years teacher and the different opportunities open to me in that field. I also need to reflect on the professional requisites this profession has in order to permit me future entry. I would also consider the different demands that teaching in the early years would bring as well as the rewards it would likely offer. It is also appropriate for me to contemplate on alternatives to teaching or social work based on my degree. In relation to self-awareness, I especially enjoy working with children and my joy in working with them also motivates me to consider this profession in the future. Experience in my current work has also given me the chance to experience teaching children and such experience has motivated me further in contemplating teaching in the early years. In terms of transition learning, I was able to learn during the semester about writing personal statements, as well as gaining interview skills. I was able to use these skills in taking into account what happens in assessment centres and details to indicate in application letters. 2). The professional and professionalism: Professions are those which consider the kinds of occupation which are understood to mean ‘professions.’ There may be major and minor professions or primary and secondary professions and the major professions are those which include business management, with primary professions including senior military officers, police chiefs, judges, and teachers and professors (Lester, 2007). Medicine and law are usually counted as professions as well, including architects, engineers, dentists, teachers, accountants, and veterinarians. Professionals have an implied expertise and knowledge of their professions; and he is also one who commits to the principles of the profession, as well as autonomous thought and judgment (Lester, 2007). Professions are also usually recognized by professional bodies as experts in some field of study or skill unique and distinct to their field of practice. Some occupations may be considered professions based on the perspective taken on the subject matter. It is not necessary for a profession to have a professional body. However, such professional bodies may distinguish occupations from professions (Lester, 2007). Based on the above definitions and discussion, I believe that my future role as an early years teacher requires specialized skill and training, especially on how best to teach and manage children during their early years. Early years teachers are teachers which work with pre-school and nursery classes among children aged 3 to 5 (Box, 2009). They often work to develop learning plans which fit the development stage and needs of the child. These teachers are often obliged to come up with imaginative and play learning activities in order to ensure learning. They also provide a social communication atmosphere with the child in relation to other children (Box, 2009). Based on these professional functions, I believe that as a future early years teacher I would need to develop the skills and ability to communicate well with children in their early years. Nevertheless, I see myself as effective in this future profession because I love working with children. I am very patient in speaking and communicating with pre-school children, and I also find it easy to come up with play and learning scenarios which children can enjoy and learn in. 3. Graduate outcomes and the graduate labour market A teacher graduating in a degree in early years teaching is set to prepare and educate children in their early years. This teaching has a wide range of emphasis, including multicultural, multilingual and urban children centres and schools (London Metropolitan University, 2011). After graduation in this course a recommendation for Qualified Teacher Status usually follows. These graduates are also set to develop the latest concepts which relate to children and child development. The work of early years teacher is different from the work of other graduates. These early years teachers focus on teaching preschool children, helping them resolve their development challenge based on their age. The time spent with these children is also usually shorter as compared to other school age children; moreover, the learning activities for these children are also different from other children. Therefore the activities of the teachers with these students are very much different from other school age teachers. These teachers work an average of 39 weeks in state schools in a year (The Guardian, 2010). About 88% of these teachers often seek education to a higher degree, with possible specialized studies for special children or children with learning disabilities. Job vacancies are available for these graduates, based on postings in London and other parts of the UK; moreover, these jobs seek to serve students in both the public and the private sector. Future studies are available in various universities. Tutorial opportunities are also available for these graduates, providing possible employment to cater to the additional needs of learners, especially those with learning delays or with more advanced learning skills (Cooper and Sixsmith, 2003). 3) Learning from experience, reflection and reflective writing By using Gibbs Reflection and Kolb’s model for learning, I was able to review my current skills and the future skills I need to learn in order to be an effective early years teacher. Gibbs reflection mentions the analysis of my activities and actions, and I was able to glean from my activities that I already have some of the skills and knowledge which can help me to be an effective early years teacher (McDrury and Alterio, 2002). However, I still need to develop further on my knowledge and skills in terms of play activities and learning activities I can apply to the preschool child. This model gave me the chance to dissect and compartmentalize each experience and to assess whether or not each aspect of the experience contributed to my future career as an early years teacher (McDrury and Alterio, 2002). I found out the important of reflective writing as a learning process for the development of appropriate skills and knowledge within the professional practice (McDrury and Alterio, 2002). I saw the value of reflective writing as a necessary tool for professional development because it taught me how to reflect and review my actions and the impact of these actions on my students in the future (McDrury and Alterio, 2002). Moreover, based on the needs of my future profession as an early years teacher as discussed previously, I believe that I have the necessary skills and knowledge to become an early years teacher. Improvements however in these skills would not be out of place as I have noted that a career as an early years teacher requires specific skills in the management of children in their pre-school years. Children in this stage are fond of playing and playacting. According to Erik Erikson, offering play to a preschool child provides a safe place for him to work through conflicts in his life (Weber State University, n.d). In order for me to be an effective early years teacher in the future, it is therefore important for me to also understand that I need to provide an environment which has the materials, equipment, space, and time for these children to play and to organize their ideas and fantasies. The child must be allowed to take initiative in order to gain more confidence and independence as a child (Weber State University, n.d). This would help prepare the child for his school age years. Works Cited Box, C. 2009, Early years teacher, UK official graduate careers website, viewed 23 November 2011 from http://www.prospects.ac.uk/early_years_teacher_job_description.htm Cooper, H. & Sixsmith, C. 2003, Teaching across the early years 3-7: curriculum coherence and continuity, London: Routledge. Lester, S. 2007, On professions and being professional, viewed 16 November 2011 from http://www.sld.demon.co.uk/profnal.pdf Higher Education Careers Services Unit 2011, What do employers want?, viewed 16 November 2011 from http://www.prospects.ac.uk/job_applications_what_do_employers_want.htm London Metropolitan University, 2011, Early Years Teaching (BEd Hons - Single), viewed 23 November 2011 from http://www.londonmet.ac.uk/ug-prospectus/courses-12-13/early-years-teaching.cfm McDrury, J. & Alterio, M. 2002, Learning through storytelling in higher education: using reflection & experience to improve learning, London: Routledge Morrell, P (no date), Some Notes on the Sociology of Professions, viewed 23 November 2011 from available at: http://www.homeoint.org/morrell/misc/professions.htm The Guardian, 2010, Careers by numbers, viewed 23 November 2011 from http://www.guardian.co.uk/money/2010/mar/13/early-years-teacher-career Watts, A & Law, B. 1977, The DOTS Analysis, National Institute for Careers Education and Counselling, viewed 16 November 2011 from http://www.hihohiho.com/memory/cafdots.pdf Weber State University (no date), Play From A Theoretical Point of View, viewed 23 November 2011 from http://departments.weber.edu/chfam/4990a/Theory&play.html Read More