Bronfenbrenner Ecological Systems Theory

Prior to writing this semester paper, I have identified Bronfenbrenner’s ecological systems theory and provided a concise interpretation of it in my ‘Action Plans’ . As stated by Pollard (2014, p. 205): “when considering the creation of a learning environment, with the learner at the center, it is useful to begin by looking more generally at the complex ‘layers’ which exist within and around any learning space, and which can affect a person’s development”. The ecological systems theory of Bronfenbrenner (1979, 1993) (as cited in Pollard, 2014, p. 205) gives a useful way to think about these layers. Bronfenbrenner depicts the child in the central concentric circle while other layers of environment keep on expanding. The first layer includes

I chose Bronfenbrenner’s theory because it is relevant to the topic and provides guidance on how to achieve the ‘subject knowledge and methodology competency’ and ‘organisational competency’ as listed in the TE-TEX course plan. By utilizing this theory, the student teacher attempted to set the young learners in the center of the ecological systems, thus his lesson planning, teaching methods and management techniques were adjusted accordingly based on the situation and the overall learners’ needs. However, I was only capable of giving attention to the students’ first circle, the ‘mesosystem’ due to the fact that he had limited time during the practice period and had restricted authority as a student teacher. Therefore, the best indications showing the student teacher’s efforts to create an engaging and vibrant learning environment can be seen when he was directly involved and taking charge in teaching his own

Hence, the student teacher deems this theoretical knowledge as useful guidance and adopt Dewey’s (1933) suggestions as frequently as possible. While it is important to carefully keep track of one’s own records and focus all his/her efforts to effectively reflect on the results of their actions, there is still a need to have a critical attitude towards teaching. The attitude refers to the spirit of honesty that enables the student teacher to take into considerations possible error and limitations which had occurred. Although there will always be difficult challenges ahead, one must be willing to be optimistic and versatile in facing them while also listen carefully to what their mentor teachers have to say. Considering the ‘Action Plans’ that the student teacher had previously prepared before entering at OIS (Oslo International School) for practice teaching, there were changes and modifications which were applied during the actual lectures. Alongside the ‘Daily logs collections’ , these two documents will serve as concrete evidence showing how well the student teacher managed to orchestrate the ‘actions’ or ‘learning activities’ and implementing theoretical knowledge to actual