Professional Knowledge
Standard 1

According to the social constructivist theory of learning, students learn new concepts through assistance from knowledgeable adults in their lives and construct their own understanding by establishing connections between prior knowledge and new information using their cognitive processing functions  (Leonie, Beecher and Death 2017 p. 267). This theory about learning is preferred for its capacity to provide inclusive opportunities for learning in today’s diverse classrooms (Ground- Water Smith, Ewing, Le Cornu, 2015 p.79; Skamp, Preston 2018, p.47). According to Piaget cited in (Ground- Water Smith, Ewing, Le Cornu, 2015 p.83; Woolfolk& Margetts 2013p. 85) learning occurs by the process of equilibration when students integrate new information with prior knowledge, schemas are expanded through assimilation ( fitting in what we know) towards accommodation (creating new ones) hence insights about students is valuable to devise suitable learning programmes.  To assimilate with new information, prior knowledge impacts the extent of learning. People who know more learn more. However, the process of acquiring new information is different for every individual. Hence it is vital for teachers to probe for students’ prior disposition reflecting multiple factors (socio-economic, culture, historical, religious, linguistic) to devise programmes within their zone of proximal development (scope of goals within the range of actual and proximal development achievable through support)for  long term engagement in the process of learning. One aspect of consideration for teachers is that the process of equilibration is not the same for all students particularly students with additional needs, as they take more time to assimilate and accommodate new concepts and sometimes find it difficult to transfer their learning to different contexts, therefore pertinent information about individual strengths and needs ( spectrum of variations within one type of disability) and possible authentic utilisation of technology for assisting students with additional needs would be useful to explore (Hyde, Carpenter & Conway (2015, p.213 ).

​

Since prior knowledge has such a profound effect on the capacity of students to learn, understanding factors impacting students’ identities particularly as learners is crucial to provide authentic learning opportunities that develop skills for real-world experiences. Hyde, Carpenter & Conway (2015, p.4) informs that today’s classroom is more diverse than ever, and one of the profound factors impacting students learning identities is the culture to which they belong and the variations within the cultures that exist, reflects in students ‘virtual bag’ and ‘funds of knowledge’. Powel & Powell (2010, p.68) reiterates that one of the most important elements of powerful learning in diverse classrooms is practicing culturally sensitive pedagogy which will benefit all students. This develops a sense of belonging for students’, as a teacher extends on their cultural values by infusing multi-cultural perspectives into curriculum areas. Santoro (2009, p.41) elaborates Integrating culturally sensitive pedagogy requires knowledge about ‘self’ and ‘others’ which without a doubt requires a long-term commitment to critical reflection of ‘oneself’ in order to understand students better however ongoing critical reflection is essential for teacher development in all aspects. Moreover, Santoro (2009) emphasizes knowledge about culture includes socio-political, religious, historical, and linguistic backgrounds and not just culture to develop an all-inclusive view about cultures and their impact in shaping learners. Considering such a wide range of benefits of adopting a multicultural pedagogic style, irrespective of slow progress, I intend to focus my efforts towards developing my knowledge about different cultures within my class by actively seeking information and knowledge from students, their parents, and colleagues. Also, to broaden my sources of information about cultures, engaging in community gatherings (out of school resource) is another way to develop a multi perspective view of cultures to facilitate my practice further.