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Outline your ethical stance as an educator

Length: 3,000 words [+/- 10%] excluding title page and reference list. The essay should be double spaced. In order to ensure that pupil, teacher and school confidentiality are preserved at all times, please omit all names (if necessary, use pseudonyms or initials only) in your account. It is essential that your essay is informed by academic sources. Ensure you adhere to APA Referencing Guidelines in outlining this list and in referencing in the text of your essay. Include a Title page stating – The course title (Philosophical and Historical Understandings of Education II) The essay title Your name and class group Name of lecturers The number of words in your assignment The date you submitted the assignment These are the choice of questions: 1. (a) Outline the work of one critic of education [Plato, Freire, Foucault, Illich or Dewey]. (b) Analyse how this thinker has influenced or will influence your practice. 2. (a) Outline one theory of education [Flourshing, Paideia or Bildung]. (b) Discuss the importance of this theory for your practice as a teacher. 3. (a) On the topic of Critical Thinking, outline the work of one philosophical thinker [Dewey, Bailin, Facione, or Ennis] (b) Discuss the relevance of this work to your practice as a teacher. 4. (a) On the topic of Teacher Identity, outline the work of one philosophical thinker [Sartre, Noddings, Butler] (b) Discuss the relevance of this work to your practice as a teacher. 5. (a) Outline your ethical stance as an educator (Virtue ethics, utilitarian, deontologist, consequentialist) (b) Explain how this ethical stance is connected to your understanding of the nature of education. 6. (a) Critically analyse the ways in which the concept of childhood has developed historically. (b) Discuss the relevance of this work to your practice as a teacher. My first choice of essay would be Question 2: 2. (a) Outline one theory of education [Flourshing, Paideia or Bildung]. (b) Discuss the importance of this theory for your practice as a teacher. 70+ (1st) 60-70 (P1) 50-60 (P2) 40-50 (P3) 0-40 (F) Understanding of Philosophical Concepts 40% Explores the issues in great detail. Shows thorough understanding of course content and different perspectives. Excellent examples of critical analytical thought. Addresses the content in a novel, original way. Explores the issues in some detail. Shows very good understanding of course content and different perspectives. Very good examples of critical analytical thought. Strong evidence of originality of content. Some evidence of critical analytical thought and good understanding of course content. Some originality of content. A little evidence of critical analytical thought, and basic understanding of course content. A little creativity and originality in content. No evidence of critical analytical thought and poor understanding of course content. Repetitive examples used. Application of Philosophical Concepts 40% Excellent application of theoretical approaches to the practice of teaching. Very good application of theoretical approaches to the practice of teaching. Some evidence of understanding of the link between theoretical perspectives and the practice of teaching. Little evidence of linkage between theoretical perspectives and the practice of teaching. No evidence of linkage between theoretical perspectives and the practice of teaching. Evidence of research / Citation of sources 20% Excellent, logical argument unfolding throughout the presentation, extremely well substantiated by reference to research, theory, lectures etc Extremely strong evidence of research and reading with excellent citation Strong argument unfolding throughout the presentation, well substantiated by reference to research, theory, lectures etc Very strong evidence of research and reading with very good citation Some structure and logic but with room for improvement Some evidence of research and reading with citation Poor structure and little logic Little reference to relevant research / theory and poor citation of sources Extremely poor structure with no evidence of a logical approach or progression of thought No evidence of research and reading and no citation of sources