However, there are some limitations to using constructivist models for instruction – particularly when it comes to identity formation within certain subjects. For instance, English language classes often involve very traditional methods such as whole class lecture format talks where teachers share information rather than promote dialogue with students (Preece 2019). While this can lead to successful learning outcomes if done well, it carries a risk of ‘othering’ certain groups of learners who do not fit the typical Western profile held up by the teacher – either because they come from different cultural backgrounds or because they have special needs – e.g dyslexia or autism spectrum disorder diagnoses (Gentry 2017). If teachers do not take care to recognise diversity in their classrooms through appropriate teaching strategies then they may end up perpetuating existing inequalities within education systems whose structures already marginalise certain populations due to socio-economic status or ethnicity/race(Truong et al., 2018; Lewis 2016).
For example, recent research has shown that Indigenous Australian children perform worse academically when compared with non-Indigenous peers due largely to systemic disadvantages embedded in educational policy making processes over centuries (Klugman et al., 2015; Lynch 2013). Measures need therefore be taken by educators at all levels – from primary school teachers upwards – towards creating culturally safe spaces where everyone feels comfortable expressing themselves without fear of judgement or exclusion .

Reflective practice is one way teachers can ensure equitable access for all learners regardless of background – enabling them monitor classroom dynamics, identify potential issues before they arise ,and keep abreast about current developments impacting upon student lives outside school gates(Moloney 2018 ). It also allows educators scope out resources available both inside and outside formal settings which might provide additional support for struggling pupils or spark enthusiasm among those who feel disengaged from lessons due lack interest in topics covered(Green 2012 ). By encouraging conversations between all stakeholders involved around relevant issues ,teachers build relationships characterised trust – fostering sense belonging among participants while simultaneously promoting meaningful engagement leading academic success .

To conclude ,practices ,approaches and identities within placement schools are deeply influenced by variety sources amongst them theoretical framework motivating instruction process as well building knowledge base around local community context . Fostering constructive dialogues between teacher pupil helps enhance mutual respect partnerships contributing overall achievement everybody concerned .

References:

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