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“Growth as an educator is not accidental — it is intentional, reflective, and sustained.”
“Growth as an educator is not accidental — it is intentional, reflective, and sustained.”
📖 Context: Insights from My Profiles
📖 Context: Insights from My Profiles
My professional development is guided by two key tools: the Dialogical Inquiry Model and the Teaching Perspectives Inventory (TPI).
Dialogical Inquiry Model
Dialogical Inquiry Model
My results show high strengths in Reflecting (4), Analysing (4), and Relating (4), indicating that I excel at examining ideas deeply, connecting concepts to real-life contexts, and building strong learner relationships. Moderate scores in Theorising, Imagining, Procedural, and Experiencing show I can work across different modes of inquiry, but my lower score in Applying (2) suggests a need to focus on helping learners put knowledge into action.
Teaching Perspectives Inventory (TPI)
Teaching Perspectives Inventory (TPI)
My dominant Nurturing perspective means I focus on creating a supportive environment where learners feel safe, valued, and encouraged to grow. My secondary Apprenticeship perspective reflects my belief in modelling best practices and guiding learners in authentic, real-world contexts. The Social Reform perspective highlights my commitment to empowering learners to make meaningful contributions and drive positive change in their fields.
Together, these profiles confirm that I am reflective, learner-centered, and adept at linking theory to experience. However, they also point to two key growth areas:
Strengthening practical application skills so learners can confidently act on what they know.
Enhancing structured learning design so I can create future-oriented, impactful programmes for diverse audiences.
📝 Learning Goal 1 – Strengthen Application Skills
📝 Learning Goal 1 – Strengthen Application Skills
Gap Identified: My lower Applying score (2) indicates that while I am strong in reflection and analysis, I need to focus on helping learners translate knowledge into tangible action.
Specific: Improve my ability to design and deliver experiential learning activities that translate learner reflections into real-world application. For example: role-plays, business model canvassing, and lean startup simulations during entrepreneurship training.
Metacognitive: Maintain a post-session reflective log and after-action review, guided by questions like “Did learners show understanding through action?” and “What would I change next time?”
Affective: Feel more empowered in helping learners do rather than just know, and witness their growth through applied practice.
Relevant: Application is critical in entrepreneurship education, where learners must validate their ideas in real settings.
Time-based: Within 6 months, run 3 application-focused sessions, collect feedback, and measure engagement and confidence gains.
📝 Learning Goal 2 – Enhance Learning Design Capabilities
📝 Learning Goal 2 – Enhance Learning Design Capabilities
Gap Identified: While I am skilled in connecting theory to learner experiences, I want to strengthen my use of structured learning design models to create cohesive, impactful programmes.
Specific: Develop proficiency in using learning design models to create coherent, engaging adult learning programmes. Redesign an existing startup mentorship workshop using these models.
Metacognitive: Document the design process step-by-step, assess alignment of outcomes, methods, and assessments, and compare before-and-after versions.
Affective: Gain greater satisfaction and direction in creating impactful, scalable learning journeys.
Relevant: Strengthens my ability to contribute meaningfully to SUSS and the TAE ecosystem; aligns with my aspiration to become an instructional designer or curriculum lead.
Time-based: Within 9 months, complete a certified instructional design course (e.g., WSQ Curriculum Development or LX Design) and apply its principles to a real project for peer or supervisor review.
📝 Learning Goal 3 – Grow Confidence in Facilitation
📝 Learning Goal 3 – Grow Confidence in Facilitation
Gap Identified: My current facilitation skills work well in familiar contexts, but I want to enhance adaptability when engaging multicultural, multi-generational learners with varied expectations.
Specific: Build inclusive facilitation strategies that adapt content delivery, tone, and activities to suit multicultural, multi-generational learners — using both case studies and personal storytelling.
Metacognitive: Use a facilitation self-assessment checklist and review session recordings (where permitted) to reflect on inclusivity and learner engagement patterns.
Affective: Become more emotionally attuned and confident when engaging learners with varying expectations or communication styles.
Relevant: My role at SUSS brings me into contact with diverse learner profiles, making adaptability essential for engagement and learning transfer.
Time-based: Over the next 12 months, attend 2 professional development workshops on inclusive/cross-cultural facilitation and implement at least 3 new strategies, gathering feedback via pulse surveys and peer observations.
“Setting goals is the first step in turning the invisible into the visible.” — Tony Robbins
“Setting goals is the first step in turning the invisible into the visible.” — Tony Robbins
📌 Reflection Strategies for Monitoring Progress
📌 Reflection Strategies for Monitoring Progress
To ensure my learning goals remain relevant and actionable, I will:
Use Bloom’s Taxonomy to ensure goals progress from knowledge acquisition to application and evaluation.
Apply Kolb’s Experiential Learning Cycle to move through concrete experience, reflection, conceptualisation, and experimentation.
Maintain a structured reflective journal supported by peer dialogue and mentor feedback to continuously refine my goals.
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