Am I a good teacher? The importance of a positive sense of self
Written By: Author(s): Helen Ross
5 min read
If a teacher does not feel confident in themselves, they will be unlikely to deliver ‘good lessons'
The concept of ‘good teaching’ has been in the vernacular of teachers since the inception of Ofsted in the Education (Schools) Act (1992). Under the current inspection framework, unless schools and teachers are at least ‘good’ they must undergo Section 8 inspections (Ofsted, 2015), guidance for which comes through publications such as ‘Getting to Good: how headteachers achieve success’ (Ofsted, 2012).
Although ‘Getting to Good’ is no longer current, similar publications will likely supersede its detail on how to improve schools holistically. The ‘whole school’ focus of such publications, while important, does not necessarily address teachers’ questions about their own practice and their position within current conceptualisations of ‘good teaching’. Teacher participants in my recent study (Ross, 2017) sought to understand and embody good teaching for young people with dyslexia, and construct positive identities for themselves as teachers.
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This article was published in December 2017 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
References
- Bourdieu, P., (1977). Outline of a Theory of Practice. Cambridge: Cambridge University Press.
- Bourdieu, P. (1991) The Peculiar History of Scientific Reason. Sociological Forum, 6 (1): 3–26.
- Bourdieu, P. (1999) Scattered Remarks. European Journal of Social Theory, 2 (3): 334–340.Education (Schools) Act (1992) London: HMSO.
- British Dyslexia Association (BDA) (2012) The British Dyslexia Association’s Response to the SEN and Disability Green Paper [Accessed online through the British Dyslexia Association 31 March 2013].
- Department for Education and Department for Health (DfE and DfH), (2015) Special Educational Needs (SEN) Code of Practice. London: DfE and DfH.
- Jenkins, R., (2008). Social Identity. London: Routledge.
- NASEN, (2014). SEN Support and the Graduated Approach. A quick guide to ensuring that every child or young person gets the support they require to meet their needs. NASEN: Tamworth.
- Ofsted, (2012). Getting to good: how headteachers achieve success. London: Ofsted.
- Ofsted, (2015). Handbook for short, monitoring and unannounced behaviour school inspections. London: Ofsted.
- Ross, H., (2017), ‘An exploration of how dyslexia affects young people’s, teachers’ and parents’ concepts of self, interpersonal relationships, and inter-institutional interactions in the setting of a mainstream secondary school’, PhD Thesis, University of Bath, UK.
- Ross, H. (Forthcoming), ‘An exploration of teachers’ agency and social relationships within dyslexia-support provision in an English secondary school’. DOI: 10.1111/1467-8578.12174
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