Education can be stated as the core procedure to facilitate learning as well as proper acquisition of skills, habits, beliefs, values and knowledge (Daniels 2005). The educational methods majorly involve discussion, teaching, story telling, directed research and training. Education eventually takes place under the proper guidance of educators; however the learners could even educate themselves subsequently without any type of complexity. It could take place either in formal or informal setting and any experience, which has a formative effect on the method that anybody could think, feel or act after considering education. This specific and distinct methodology of teaching is termed as pedagogy (Gardner 2006). The formal education is commonly sub divided into significant stages like kindergarten or preschool, primary school, secondary school, college, university and apprenticeship. Education is extremely important and significant and to some extent it is compulsory for the individuals within any organization.
I work as a grade 2 primary school teacher at Shen Waitlist International School in Shenzhen China. China has always focused on their unique education system by providing major advantages to the students as well as their educators. I have gained hand on experience due to the better and updates technology or technological advances. As per rules and regulations of China education system, each and every citizen should attend school for at least nine years and this is known as nine year compulsory education, which is being funded by the government. This type of compulsory education involves six years of primary education that starts from age of six, following three years of junior secondary school until age of 12.
There are several theories, approaches and ideologies of education that have a stronger impact on good practice of education for the educators (Gipps 2002). These distinct ideologies are hence responsible for bringing major changes in the educational sector of china. The most important and significant theories and ideologies that are relevant for the learning and education are behaviourism theory, cognitive information processing or cognitivism theory and constructivism theory. Each of these above mentioned theories and ideologies are extremely effective and efficient for exploring and evaluating the subsequent reasons and practices of better education (Illeris 2013). The following essay outlines a brief description on the critical exploration, analysis and evaluation of the procedure of various theories as well as ideologies influence on the good practice for educators. Several learning theories will be analysed and evaluated and the wider ideas regarding purpose, methods and values of education on the practice of teachers with proper details in this particular essay.
Education is a gradual procedure that brings out positive changes within human life and behaviour (Black, Harrison and Lee 2003). It is effective and efficient for acquiring knowledge through studies and impartment of knowledge by the significant methodologies of instructions and few other practical procedures. Education helps people in learning how to do the things and encourages them in thinking regarding what should be learnt. It is extremely important and significant for the educators in teaching relevant methods for finding and utilizing information. With the help of education, the knowledge of country, society as well as of the world being passed from one generation to the other (Adey and Dillon 2012). The students are supposed to learn the procedure of being effective and active citizens. Proper transformation from any one class to the other class is possible with proper education. The empowered societies, countries and individuals by education are taking a respective edge over the individuals stand on the growth pyramid.
There are three types of education, which are formal, informal and non formal education. The description of these three types of education is provided below:
i) Formal Education: The formal learning or education generally takes place, in which any person might learn the trade, academic and basic skills or knowledge (Liston and Zeichner 2013). The most significant examples of this formal education are learning within any classroom, planned education of various subjects after attending an institution. The early education is gained by a child from his or her teachers as well as family members. The most important and significant characteristics of formal education are hierarchical structure, planned and deliberate, chronological grading system and many others (Schunk 2012). Moreover, both the students and the teachers are majorly aware of the significant factors and hence engage themselves within the procedure of education.
ii) Informal Education: Informal education is the parenting teaching to their children regarding the procedure of preparing for their career. The individuals could even obtain this information education by simply reading several books from library as well as educational websites. This type of education does not involve any specific learning method or model and conscious efforts are not involved here (Kassem, Mufti and Robinson 2006). Information education is neither deliberate not previously planned. Moreover, there is no fixed time table for completing such education and no set of education is required here. Various experiences are considered here and few of the basics like numeric characters are taught in informal education. The most basic example of such example is someone learning his or her mother tongue (Daniels 2005). Major features of informal education mainly involve indefinite of boundary walls, no definite syllabus, lack of pre planning, data from any source like life experiences, friends and family and many more.
iii) Non Formal Education: The third type of education is non formal education. It includes adult basic education, adult literacy education as well as school equivalency preparation (Walkup 2013). For the non formal education anyone who could learn literacy, job skills and other specific skills are termed as proper students of this education type. Moreover, distance learning, home education, computer assisted instructions and individualized instructions are the major possibilities. This non formal education is being imparted consciously and the implementation is done systematically and deliberately. Informal education is organized for the homogeneous group and the requirements of the identified group are served by programs. The major examples of the non formal education are providing literacy programs to illiterate individuals (Schunk and Zimmerman 2012). Several characteristics of the non formal education significantly include proper planning and taking place apart from the school or college system. Moreover, an adjustable syllabus as well as time table is present here and unlike the formal education, non formal education even comprises of vocational and practical education. Learning of the professional skills is also involved here and there is no age limit.
The educators or teachers are responsible for providing major knowledge and data to their students (Kassem, Mufti and Robinson 2006). Several variables are present that have major effect on the learning process in any classroom and that are beyond the management of the individual educator. Within any classroom, the type and number of students could have subsequent effects over the level of academic achievements that are being experienced by the class (Leask and Pachler 2013). The transformative power of the effective educator has proper experience and understanding on the personal level. These educators possess a passion for various subjects that are taught to the students. The effective educators comprise of an enriching effect over the regular education of children and career aspirations.
The content knowledge, certification status, pedagogical knowledge and ability in using range of teaching strategies as well as enthusiasm for the subjects eventually characterize more effective educators (Pollard 2002). The significant and the most important qualities of an effective educator mainly include formal teacher preparation training, respectful, fair and caring, higher expectations for themselves and the students, dedication of extra time for instructional reflection and preparation, maximization of instructional time through management as well as organization of effective classroom, demonstration of effectiveness with the full range of student abilities and enhancement of instruction by simply varying the instructional activities, assignments and strategies.
The impact of the educator effectiveness on the student’s achievement. The lower achieving students are considered to have lesser effective educators and when any student has higher achievement, it is mainly dependent on the educator’s impact (Kassem, Mufti and Robinson 2006). The negative effects of these lower effective educators could eventually strongly affect the career aspirations of students majorly. Evaluation systems of educator are intended in serving the core purpose to provide guidance and feedback for improvement of professional practices. The fundamental purpose of teacher evaluation for the improvement of performance and accountability documentation is identified easily with any complexity (Cooper, Williams and Underwood 2015). However, there are some of the drawbacks of this traditional evaluation process of educators.
The collective nature of accountability and responsibility of the educator is also checked here. The first priority of the educator is to understand the student requirements and how the student can achieve his or her objectives and can become successful in career and life. These educators even could measure the student learning and hence the accuracy of grading processes is measured by them (McDougall and Peim 2007). Moreover, educators could even align achievement tests with subsequent curriculum and diagnostic value of instructional improvement approach are considered by the educators.
Formal education majorly occurs within any structured environment that has the explicit purpose to teach students (Schunk and Zimmerman 2012). In general, this formal education takes place within school or college environment and these classrooms have multiple students learning together with a trained and certified teacher of the subject. Most of the school systems are substantially designed around a core set of ideals and values, which govern every educational choice within the system (Robinson 2011). These distinctive choices majorly involve designing of physical learning spaces like classrooms, curriculum, class size, and methodologies of assessment, interactions between student and teachers, educational activities, organizational models and various others. The other educational forms are alternative and indigenous.
There are several popular learning theories that help in understanding the entire scenario of education system and good practice of educators. These theories are the organized set of principles that explain the core procedure by which several individuals could acquire, retain as well as recall knowledge (Leask and Pachler 2013). After studying and knowing the various types of learning theories, any individual would be able to understand the process of learning. The significant principles of these theories could be easily utilized as guidelines for helping to select the instructional tools, strategies and techniques for the purpose of promoting learning.
There are three basic and noteworthy learning theories, which are behaviourism theory, cognitive information processing or cognitivism theory and constructivism theory (Adey and Dillon 2012). The behaviourist consists of new behaviours or changes within the individuals that are being acquired via associations within responses and stimuli. The individual, who does cognitive information processing for leading to retention and understanding is termed as cognitivist. The final third and the final theory is constructive theory and the individual, who construct his or her own knowledge of the world on the basis of individual experiences (Black, Harrison and Lee 2003). The three theories of learning are as follows:
i) Behaviourism Theory: The first and the foremost learning theory that is applicable for the good practice of educators is behaviourism theory (Hoover-Dempsey et al. 2005). As per behaviourism theory, the knowledge eventually exists completely independently and it exists outside of other individuals. The respective behaviourism theorists view the student as any blank state, who should be provided with better experience (Beetham and Sharpe 2013). The behaviourists also believe that the learning majorly occurs when any type of new change occurs in the behaviour are being acquired through some of the associations within stimuli and responses. Hence, subsequent association leads to the major change in behaviour. The entire learning process is completely based on the objectively observable alterations within behaviour (Cooper, Williams and Underwood 2015). The various behaviour theorists even define learning process simply as the proper acquisition of changes and it begins when any stimulus or cue from the specific environment is being presented and learner then reacts to the stimulus with responses. Various consequences, which reinforce the respective behaviour are being arranged for following the anticipated behaviour (McDougall and Peim 2007). This new behavioural pattern could even be repeated and hence it becomes completely automated. The behavioural change of the student substantially signifies that learning has taken place.
The educators in any school in China utilize this behaviourism theory when they reward or punish their students regarding behaviours (ICT in Schools. 2018). The applications as well as examples of this behaviourist learning theory are repetitive practice, verbal reinforcement like good job, and participation points, establishing rules, bonus points and many more. This behaviourism instructions do not prepare the students for creative thinking and problem solving. These students do what are being instructed to them and hence they do not take any kind of initiative for changing or improving matters (Infed.org. 2018). The students at Shen Waitlist International School in Shenzhen China. Being a grade 2 primary school teacher in this particular school, I have got proper understanding of the influence of behaviourism learning theory on students and their educators. The students in this school are then prepared for recall of the basic facts, performing tasks or automatic responses. This specific learning theory subsequently focuses on the observable objective behaviours and then discounts all types of independent activities of the mind (Black, Harrison and Lee 2003). The various behaviour theorists have defined learning as nothing more than the subsequent acquisition of the new behaviour on the basis of environmental conditions. The experiments by behaviourists eventually identify conditioning as the universal learning procedure.
Two different kinds of conditioning are present and each of these comprises of a distinct behavioural pattern (Gardner 2006). The classic conditioning takes place when any natural reflex in response to the stimulus. The most common examples of this classical conditioning within the educational system is in situations, in which the students eventually exhibit irrational anxieties and fears such as fear of public speaking, phobia of general school and fear of failure. The second type of conditioning is the operant or behavioural conditioning. This type conditioning takes place when any response to stimulus is reinforced (Beetham and Sharpe 2013). This operant conditioning is the simplified feedback system, i.e. if any reinforcement or reward is following the response to stimulus, this response then becomes more predictable in future.
The behaviourism theory does not take into account each and every type of learning as it disregards several mind activities (Adey and Dillon 2012). However, this theory does not provide explanation of some learning like recognition of new language patterns by the youth generation and thus for this there is no kind of reinforcement mechanism. Behaviourism theory is quite easier to understand since it majorly relies on the observable behaviour and then describes various rules of behaviour. The negative and positive reinforcement technique could be extremely effective and efficient like the proper behavioural treatments (PISA. 2018). This theory is utilized by those educators, who have the tendency of rewarding or punishing their student behaviours.
ii) Cognitivism Theory: The second distinct theory of learning is cognitive information processing or cognitivism theory. This particular theory is on the basis of thought process behind individual behaviour (Liston and Zeichner 2013). Cognitive information processing theory is based on a specific idea that the humans could easily process the relevant information that are being received by them, in response to stimuli. Various changes or alterations within behaviour are being observed; however only as the indicator for what is going in the minds of the student. The mind of the students is similar to a mirror from where new skills and knowledge would be substantially reflected (Moore 2012). The cognitivism theory is being utilized when the student plays the most active role to seek way in understanding as well as processing information that he or she is receiving as well as relating to what is stored in their memory.
The cognitive learning theories are extremely vital for all types of Chinese schools. In Shen Waitlist International School in Shenzhen China, the educators focus on this particular theory, since they want to know about the thought process behind the students’ behaviours. They also believe that the entire process of learning eventually occurs through an internal information processing. However, unlike behaviourism, the cognitive information processing is being governed by the internal process and not by any external circumstance (Verywellmind.com. 2018). This cognitive theory approach to the learning theory pays extra attention to the thoughts of the students. The management of Shen Waitlist International School thinks that if mind set of every student would be known by educators, it would be quite easier for the educators to maintain a good practice and provide education to the students.
The changes within behaviour are being observed and are then utilized as the major indicators in the learner’s mind (Black, Harrison and Lee 2003). This type of learning includes reorganization or restructuring of experiences and this restructuring is done either by changing the old insights or by obtaining newer ones. Hence, the learning is nothing but a change in individual’s knowledge that is being stored in memory and not simply in the behavioural changes (Leask and Pachler 2013). There are some of the major and the most significant examples or applications of the cognitive learning theory, which are classification or chunking of information, providing structures, real world examples, problem solving, linking of concepts, analogies, mnemonics, discussions and many more. Since, cognition solely refers to the several thoughts, knowledge, understanding, feelings and ideas of human beings as well as the environment, it becomes extremely vital for the educators to learn about their students. It helps in the maintenance of good practice for the respective educators (Sutherland et al. 2004). The application of various internal images of the external environment is being done for the core purpose of accomplishing the subsequent goals and objectives.
As per Robert Gagne’s theory, there are five major categories of learning, which are verbal information, intellectual skills, attitudes, motor skills and cognitive strategies. Moreover, it even outlines nine instructional events and other cognitive processes and hence should be followed under every circumstance (Robert Gagne’s Theory. 2018). As per the social cognitive theory, three distinct variables are being considered, which are behavioural factors, environmental factors or extrinsic factors and personal factors or intrinsic factors. Each of these three variables within the social cognitive theory is said to be interlinked with one another and thus learning is taking place eventually. The personal experience of the individual could subsequently converge with the environmental factors as well as the behavioural determinants (Infed.org. 2018). Within a person environment interaction, the human ideas, beliefs and even cognitive competencies are modified by several external factors like stressful environment or supportive parent.
As per Jean Piaget, the cognitive processes of any individual could affect the behaviour and hence performance of that individual is highly affected (Verywellmind.com. 2018). Moreover, this interaction of environment behaviour could change the way that could display the behaviour. In Shen Waitlist International School, the educators take into consideration the behaviour of their students as they feel that it would affect their performance in education and could even affect their career majorly (Northedge 2005). Such, behavioural aspects demonstrate that for an effective, positive and efficient leadership characteristics, it is important to have positive personal features and appropriate behavioural stay in supportive environments.
iii) Constructivism Theory: The third and final type of education theory is constructivism theory (Siemens 2014). It is completely based in the significant premise that every individual could construct his or her own perspective after considering internal knowledge and individual experiences. The knowledge is being constructed by the educator and as everyone has separate set of perceptions and experiences, this particular procedure of learning is different as well as unique for each and every individual (McDougall and Peim 2007). The constructivist theorists eventually believe that learning can be stated as the procedure in which various individuals could construct newer ideas or concepts on the basis of previous experience or knowledge. Every student can generate his or her own mental model that is being utilized for making sense of their significant experiences. They even can resolve conflicts within ideas and then reflect on the theoretical explanations (Cooper, Williams and Underwood 2015). Hence, this learning is the main procedure to adjust the mental models for the purpose of accommodating the new experiences.
This particular theory of constructivism is being utilized for focusing on the preparation of people in solving issues. Thus, for being successful, the student requires a subsequent base of knowledge on which the ideas are being interpreted and created. Moreover with the constructivism theory, the results are not at all predictable since the students could construct their own distinct knowledge and skill (Pedder 2006). The most important applications and examples of constructivism theory in any school or college are research projects, brain storming activities, simulations, discovery learning, understanding case studies and group work or collaborative learning. Constructivism is a world view or paradigm that reflects that learning process is a constructive as well as active process. The students or the learners are the information constructors and they are responsible for constructing relevant information. They could actively create or construct their own subjective demonstrations of the objective reality (Cooper, Williams and Underwood 2015). The new information is being connected to the prior knowledge and hence mental demonstrations are subjective in nature.
Constructivism theory was founded by Jean Piaget, who majorly focused on the procedure that how humans are making meaning in relation to the interaction within the ideas and their experiences (Jean Piaget. 2018). Jean Piaget considered himself as the genetic epistemologist, i.e. he was mainly interested within knowledge genesis. The views were tended in focusing on the human developments in relation to what is taking place in an individual from several developments by other individuals. The entire constructivism concept has stronger influence on the number of various disciplines like history of science, education, sociology and psychology. This constructivism theory even examines the proper interaction within human experiences as well as their behaviour patterns and reflexes (Freire 1996). It does not refer to any particular pedagogy and there are scopes of experiential learning.
Connectivism theory of learning emphasizes on the major role of social as well as cultural context in terms of the fact that where learning is taking place. This type of learning does not majorly happens in any individual, however with and across the networks. Connectivism theory is strongly linked with the learning theory of constructivism theory (Siemens 2014). It focuses on connection of special sets of information as well as the major connections, which strongly enables the educators and learners in teaching or learning more in comparison to the current or traditional knowing states. This particular theory overviews knowledge as the network as well as learning as a subsequent procedure of pattern recognition.
In schools, the educators have the core responsibility of providing support to their students for constructing information. It is an extremely good practice for the educators since the students get major opportunities of utilizing their own experiences and knowledge for taking any type of decision. This is mainly because knowledge is being constructed on the basis of personal experiences as well as environment hypothesis. The learners hence continuously examine the hypothesis via social negotiations (Pollard 2002). Each and every learner comprises of a separate process of knowledge construction and interpretation. China has always maintained and followed this particular theory in their education system to ensure that the students or the learners get proper opportunities to demonstrate their ideas and thinking power to a greater extent (Cooper, Williams and Underwood 2015). Amongst several schools, one of the most prominent schools in China is Shen Waitlist International School. In this particular school, the educators has kept a separate segment in the curriculum, where every student gets the opportunity of constructing their information on the basis of their previous experiences and knowledge. They assume that each and every distinctive knowledge is being constructed from the previous knowledge of learner, irrespective of the process of being taught (Jarvis 2006). As per the management of Shen Waitlist International School, China, it is one of the major practices for their educators.
There are several significant ideas regarding the purpose, values and methods of education that have major and stronger influences on the practices of teachers or educators (NFER.ac.uk. 2018). The learning environment as well as the teaching methods have subsequent impacts and influences on the students and hence these should be followed properly so that the learners get significant proper knowledge without any type of complexity. It is being observed that most of the individuals majorly emphasize on the importance of good teachers and hence several federal, local or state policies are being designed for promoting the quality of teachers. There are various factors that eventually contribute to the academic performances of a student after involving individual features, neighbourhood as well as family experiences (ICT in Schools. 2018). The educator is being estimated for having two to three times the significant impact of any specific school factor like leadership, facility and additional services.
Apart from the educators, family and individual characteristics play significant roles and have stronger impacts on the students’ achievement (Pedder 2006). However, the policy discussion majorly focus on the educators since it is arguably easy for the public policies in improving teaching than in changing the family characteristics or personal circumstances of the students. Effective teaching and learning have the core potential of helping the students in playing field. A good practice of education can easily find out the advantages of and knowledge of students and hence providing opportunities to them (Hoover-Dempsey et al. 2005). The best method in assessing the effectiveness of teachers by looking on the job performance after inclusion of what are being done within the classroom and what is the progress of the students on the basis of achievement tests periodically in schools and colleges.
In Shen Waitlist International School, China carries out several skill programs for their students in respect to training and education that are completely suitable with employment (Leask and Pachler 2013). In this school, competency is being considered as extremely important as the preparation for their students for becoming young qualified and successful entrepreneurs. The procedure of teaching and learning regarding the management of resources effectively and efficiently (Schunk and Zimmerman 2012). The major methods of teaching that are being followed in this particular school are lecture method, discussion method, demonstration lesson, buzz groups, role plays and brainstorming method.
With the help of lecture method, the learner obtains oral presentation of information from his or her educator. The second method is discussion method, which involves two way participation of communication between the participants (Beetham and Sharpe 2013). This particular method allows the students in enhancement of their knowledge and thinking power by simply discussing with their peers and friends. The third method of demonstration lesson provides a pictorial demonstration of lecture to their students for completing their education with the help of ICT (Freire 1996). The brain storming method helps the students of Shen Waitlist International School to get or generate new ideas for solving any issue or problem. Several students are being involved under the direction and influence of an educator. The major strength of this brain storming is the potential participants having in drawing of associations within various ideas in any free thinking environment (ICT in Schools. 2018). Hence, there is a strong influence on students due to the major changes in the teaching methods, values and purposes.
Conclusion
Therefore, from the above discussion, it can be concluded that education is the process to receive as well as give systematic instruction, especially at school or college. The major acquisition of skills, knowledge and values or beliefs is easily done with the help of education. A good practice in education could only be applied after proper critical and creative thinking and open mindedness or self awareness towards the major differences as well as optimism and action for the better world. Moreover, a specific understanding of the significant global issues or power relationships are being checked for gaining subsequent methodology for global learning. The knowledge and understanding of the accurate national curriculum programs, management of classes, and promotion of good behaviour and minimization of disruptions are required for the proper education and training of educators or teachers in the United Kingdom. Preparation and planning of the lessons as well as the setting of learning objectives are also important in this perspective. Moreover, the utilization of information and communication technology or ICT is taken into consideration effectively and efficiently for the good practices of educators. There are some of the most important and significant theories and ideologies that would be effective for checking the influence of good practice for educators. Several principles, methodologies, techniques, styles, strategies and techniques are considered for critical evaluating the importance of good practice education. The pedagogical language plays a major role for training of future teachers.
The formative value is provided by the socio cultural values subsequently as well as the pragmatic ones. The major ideological values could effectively reflect on the political conception that dominates the educational policy of a country. The educational communication is reinvigorated by making the conceptions of philosophy and pedagogy centred on the authentic values or removing major ideological meanings over the basic pedagogy concepts that are being acquired for the core purpose of improving training procedure of the young generation. The above essay has clearly outlined a detailed discussion on the critical analysis and evaluation of the subsequent influence of theories and ideologies of education over good practice for educators. Various theoretical perspectives are being undertaken on learning taking place as well as the implications of these theory application in classrooms. Methods to help the educators in making relevant decisions regarding their good practice are also provided in this essay. The three theories of behaviourism, cognitive information processing or cognitivism and constructivism are provided in this essay that are to be included for bringing better practice in classroom and education. The wider ideas of education regarding purpose and values are also being included in this essay with proper description of social and cultural norms in the settings as well as governments of that country.
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