Academic Master


What Kind of Teacher Am I?

The concept of public schooling is still among the best and retains its image throughout the educational development, offering excellent benefits for the enrolled students. Although over the years people have assumed a misguided concept regarding public schools. The ideas include parents preferring options like homeschooling, charter schools or private schooling. Among the best benefits, public schools offer to students include providing budget-friendly education criteria. People may complain about the new expenses for participation in school’s sports teams and such, but the overall budget of public schools is still far less than that of homeschooling and private schooling. Most societies today are interested in spending their financial resources towards public schools because public schools operate on the fundamental principle of “education for all”, meaning that every member of the community can have their child enrolled. Public schools also provide a diverse environment, saying that children from all ethnic groups are brought together and encouraged to socialize and communicate better.

The book presents a summarized introduction towards the complexities and difficulties faced by the educators in the field of life and curriculum. The provided insights help the educators understand the usefulness and its relation towards their present, as well as future growth. There are a total of four ideologies mentioned in the book, however these doctrines and their orientation changes after a passage of 4 years. Among the four theories mentioned in the book are Social efficiency, social reconstruction, scholar reconstruction, and scholar academic. The inventory defines and prefers the Scholar Academic Ideology. This ideology seems to benefit all by presenting perks to both students and teachers. Scholar Academic Ideology introduces the concept of both teachers and students sharing their experiences and practices, with importance being given to the student applying these lessons along their educational life. It allows the student to experience the practical implementation of the knowledge they have learned, in turn shaping them into proper academics and scholars in their field.

I believe that scholar academic ideology seems excellent, but other doctrines can fit the situation better but the better one according to my concept the ideology of Social efficiency ideology seems unique since it offers the idea of shaping the youth into proper, responsible adults. The doctrine focuses on teaching students on ways to become appropriate citizens, showing them to acquire relevant experience to benefit them in their future life. The belief of utilizing one theory among the four seems a bit irrelevant since each ideology holds an equivalent worth towards society, parents, teachers, and students as well. From the teacher’s perspective implementation of social efficiency ideology will aid in sketching out a curriculum based on providing the students with courses that offer practical knowledge towards the real market and could assist them in their job life after, as well.

Working along with other educators with ideologies differing from mine, will not cause a conflict in my thinking pattern. It will allow me to hear their insight and opinion towards their mindset towards their ideology and the benefits they think it will contribute towards both educators and students. Collaborating my ideology with them will contribute towards shaping a better curriculum that will be beneficial for the educational system and students. It will have a direct impact towards creating a positive learning environment for students to thrive in and utilize their time in a proper way. Educators with different viewpoints may become a cause for conflict from time to time, but they’ll assist the educators in pointing out their opinions and will aid in working them out. This, in turn, will help the educators learn from each other and find common ground for their preferred ideology’s implementation to be mixed in with other ideologies.


McGee, C. (2017). Ideological influences on curriculum and teachers. Waikato Journal of Education, 1(1).



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