This module has motivated and inspired my ambition for learning. The research and planning I have undertaken has enabled me to determine a clear pathway for my inquiry.
Firstly I recognised the possible lines of professional inquiry and brainstormed my ideas, this process made it clear I had a number of questions I needed answers for. I decided to focus on the three lines of inquiry that had potential to develop, the first being “Should dance sit in Physical Education or Creative Arts?” (Reference A). This question is one yet to be answered by professionals as dance can feature in both strands of the national curriculum, either in terms of artistry or in the context of physical fitness.
The challenges I have come across whilst progressing through each stage of gaining qualified teacher status have led me to this further topic, “Why is the GTP (Graduate Teacher Programme) so hard to gain admission to in comparison with a PGCE (Post Graduate Certificate in Education)? (Reference B). This preliminary inquiry led me to understand the complexity of each course and the necessary entry requirements. With this information it became clear to me I needed more scope for investigation, prompting the following question, “Does having experience in performing make you a better teacher?” (Reference C). I started to think about what skills and experience most strongly attribute my teaching career and commented accordingly on my blog (Reference D). After discussing this with fellow industry professionals I soon realised that this subject, whilst full of opportunities for discussion, may not give me the scope to reach the sort of solid conclusion I would hope for. I found myself digressing from these inquiries and venturing more towards the concept of student learning. This then brought me to the conclusion that I wanted to delve more into how students learn with specific reference to dance education (Reference E).
I now felt a positive connection with my line of inquiry and posed the question “How do children learn to their full potential within dance education?” I feel confident this topic will develop my professional knowledge and understanding, leading to greater success in my future career (Reference F). I began to research and blog on the various options students have at key stages three and four when deciding on which exam route to take (Reference G). This topic in turn led me to think about methods of learning and I referred back to module one and the findings of the VARK method (Reference H).
I created a special interest group and survey for my students to participate in. Using these pilot methods I was able to research their thoughts on good teaching practice (Reference I). This proved to me the potential of my line of inquiry and the importance of understanding student learning.
Looking further into my inquiry the importance of ethics became evident. I identified specifically how this manifests in my professional workplace (Reference J) and how I currently put ethics into practice. I was able to follow my own business code of conduct when conducting pilot surveys, giving me the confidence when it comes to planning my student/colleague interviews, I will continue to embrace my vital ethical values.
I identified three pieces of literature, all with varying viewpoints which offered information I intend on using for my forthcoming inquiry. They also provided me with statements and facts I would like to investigate further, expanding the detail of my final inquiry (Reference K).
To conclude I propose an award title (Reference L) which reflects my knowledge and expertise enabling me to progress with my future career ambitions.
The entire planning process has proved extremely motivational. I look forward to the continuation of my professional learning.
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