With the dynamics of contemporary society, every aspect of human life and its underlying activities are affected in varying degrees. On the case of learning, the traditional ways that people once use are no longer similar to the ways that they are utilizing today. Eventually, people become accustomed to unavoidable changes that transpire in daily routines. People ultimately learn and such learning is acquired through education – formal or in formal, direct and indirect – and is rooted within the culture of civilized group of people worldwide. According to Marton and Booth (1997), learning is about how individuals recognize, comprehend and formulate meanings about the world. It may involve mastering theoretical principles, understanding proofs, remembering based-on-fact information, acquiring methods, techniques and approaches, identification, reasoning, debating ideas, or developing behavior appropriate to specific situations (Marton & Booth 1997; Marton 1977). The results of learning are usually believed to as a product of teaching. Today, teaching is as dynamic as the process of learning itself. It transforms from generational state as it needs to cater to changing needs of students and the society it serves. Teachers necessitate constant improvement of teaching methodologies and approaches so as to serve the whole learning population.
On the other hand, the social order of every civilized society is characterized by group of individuals who share various interests, experiences, commonalities as well as differences. Women, among these wide ranging collections of people and their groups, are subjected to specialized learning. Since the concept of gender equality transcended and women rights are prioritized in the previous decades, the role of education is recognized as among the ultimate weapons that are used to achieve the agreeing condition of the modern woman. Women and education created great opportunities and addressed several challenges of the contemporary environment. On the case of education, women capitalize in teaching as they constitute the most numbers in the academic service. This paper aims to discover the process of learning, teaching, and education in the previous years with special focus on the role of women as teachers.
The Interview Method and Profile of the Interviewee
An interview, according to Kahn and Cannel (1957), is a purposeful discussion between two or more people. It is an effective way to bring together some information and facts that are based from authorized individuals and their shared experiential knowledge. In research activity, Saunders and colleagues (2003) believed that this method is significant because the very nature of any interview is related with the research question or objective, the purpose of the research, and the research strategy that is being considered. The information gathered from the interviewee are quoted or adapted to support the initial observations and validate existing findings.
The interviewee is a 46-year old woman who chooses to withhold her identity for anonymity purposes. She is currently employed in a private academic institution and actively manages her family life through different activities limited within the bounds of her home. Given the qualifications that she has, she is an outstanding source of relevant information.
Before the Interview: Expectations from the Interviewee
The author expects to know the teaching style, learning method, and role of woman in educational setting. Also, the experiences of the interviewee are used to evaluate the application of the existing body of knowledge from the various literatures. In the teaching style, the interviewee is “mother-like” as she considers her students a member of the family. In the learning method, the interviewee encourages her students to participate and discover knowledge. Lastly, the role of woman in educational setting is similar to that of a mother to her children as she serves as the primary motivator and participant in the teaching and learning process.
There is also a comparison of the teaching style of the teacher and learning style of students. What are the changes that occurred from the years of her first teaching experience up to the present? How does she deal with the current demands of the technologically-driven society? Finally, as a woman, what is (are) her considered greatest contribution(s)?
How Questioning was developed to Elicit Information
There are several types of interview methods such as structured, semi-structured, and unstructured interview that are considered by the author. Interview is said to be economical, quick, and directly provides information as well as effective feedback mechanism. In this case, semi-structure interview was used. It requires a list of the themes and questions to be covered even though this varies from topics of interview and interviewees. The order of questioning to the interviewee may also vary depending on the flow of the conversation and inquiry. On some cases, additional questions are given to explicate some points. There are points considered in the questioning process to facilitate free flow of information that addresses the issues and answers in the author’s expectations. Social interaction is very crucial and needed. Meanwhile, the difference between the semi-structured and unstructured interviews is non-standardized (Saunders et al 2003). The author used semi-structured interview to explore a general area of interest without restricting the interviewee on her potential responses. There are no set questions or rules to be followed as the conversation is spontaneous and the interviewee is given the opportunity to talk as freely as possible about events, behaviors, beliefs, or ideas on a certain subject of interest. In general, the method of questioning is very much simpler than any other methodology.
During the Interview: Problem and its Remedy, Surprises and Evaluation
During the interview, there are two problems that are encountered namely: the potential spreading out of the conversation to unnecessary and irrelevant topics and the tendency of being bias in the responses obtained. The surprising part of the interview is the fact that all facts elicited are still relevant and existing nowadays although, some of these are already modified if not totally altered.
The problem of the potential spreading out of the conversation to unnecessary and irrelevant topics is rooted on the freedom given to the interviewee to talk about the subject. In this instance, the responses may be futile and no longer talk much about the question asked. The answers are said to be inaccurate and extends beyond the needed information. Although a great source of information is useful, it tends to create confusion and deviation to the topic being discussed. This problem was addressed by means of respectful interaction and mediation during the conversation. The need to facilitate the flow of the conversation is a challenge oh the part of the author as it should be done out of respect and purposively. It should not appear to be intimidating or disturbing. In certain instances in the conversation, the author butted-in when the interviewee finishes on point of discussion. Then, it is followed by supplemental question. Another way that was used to solve this difficulty is the reemphasis of the subject that is being talked about. By doing these two remedies, the conversation as well as the responses is contained within the subject area.
The tendency of being bias in the answering of questions is seen in all interviews. This is because personal opinions are elicited and are said to be relative. Some points of discussion may serve the benefit of a chosen area and that other aspects are overlooked. The remedy of this common problem is to stay objective all the time. Objectivity is rooted on the nature of the questions being asked and the manner in which it was delivered to the interviewee. Establishing rapport is also important so that the interviewee is able to state honest and complete responses without influencing the nature of the interviewee and the responses.
The vital surprise in the interview process is the fact that all information collected are still relevant in the present time. The bodies of knowledge that are obtained from all literatures are in congruence to the responses of the interviewee. There are instances that the interviewee’s response may appear different but when she explicates further, it appears to be the same. Also, some significant changes had occurred but such changes contributed to the development of the subject area being investigated.
Assessing the entire interview process, it could be claimed that it was properly conducted given the necessary factors. All information are properly recorded and used in the development of the subject area. After the interview process, the author thanked the interviewee for all the valuable information that she shared.
The Interviewee’s Challenge and the Use of Relevant Literature
During the interview, the interviewee freely answers all questions asked. She is able to relay all her knowledge and opinions in response to the question. As stated, it is surprising that majority of the facts and information collected are still similar to the present body of knowledge.
For instance on her views about education, they are universal principles. Accordingly, education is a noble endeavor. It transpires the brilliance and ingenuity of people’s mind. It likewise harnesses individuals so that sooner or later they will be equipped to be competent people that may support their societies. Education is vital to the lives of individuals, specifically at an early age for it serves as a key to his or her future to be successful and for them to find a job easily. Through education, a child would enhance his or her knowledge, develop talents and skills and make use of these skills and as well as enhance them. It enables a child to learn more about living, about life, the facts of living and in different fields. It also enables a child to broaden his or her knowledge and understand the whys and what’s in life.
On teaching, she agreed that it is an art and a science. Art is the product or process of the effective application of a body of knowledge and a set of skills. Since teaching is an identified process that requires a body of knowledge and set of skills needed, it is considered as a high form of art. The concept of teaching as an art is an old-age impression. But with the invincibility and the ageless depiction in art, teaching as an art is quite applicable in his contemporary times of the civilized society. Historically, there are several recorded facts that were listed in relation to teaching as an art. In such accounts, teaching appears as a rather subtle and ultimately mysterious activity. It is strongly associated with personal qualities and characteristics (Squires 1999). Realistically, teaching as an art materialized in the process and activity that concerns art itself. For example, the multi-faceted system of teaching offers different styles in its implementation. Style on this aspect is not as decorative accessory or superficial appearance, but as the necessary and authentic expression of a way of doing or being of the teacher involve in the activity. The styles that the teacher utilizes in every learning situation entitle him/her to be called an artist. By doing so, the style that he/she implement becomes a trademark for his/her self-identity. Eisner (1985, pp. 175-76)) argues that teaching can be seen as an art in four senses: (1) that it is sometimes performed with such skill and grace that it can be described as an aesthetic experience; (2) that it involves qualitative judgments based on an unfolding course of action; (3) that it is contingent and unpredictable rather than routine; and (4) that its outcomes are often created in the process.
However, beyond the work of some particular writers, there are reasons for thinking that the art example of teaching has made something of a comeback in recent years. This is evident in subtle shifts in the discourse of research on teaching, and the increasing use of words such as ‘artfulness’, ‘artistry’, ‘repertoire’ and ‘improvisation’ in describing the process of teaching (Squires 1999). Teaching as an art encounters problem in such characterization. This problem lies as much in the art as the teaching (Squire 1999, pp. 35).
“When teaching is said to be an art, it tends to be a rather romantic view of art that is implied, rather than the strict disciplines and rules of classicism. The emphasis is on expression and spontaneity, on creative responses to the unfolding situation, on personal authenticity and originality, rather than on more classical criteria such as good technique and sense of form.”
Whatever the style or form of art is, most artists would probably agree that the job of teaching is an internalized one and that guarantees that it is therefore an art.
On the other hand, it is a science because of its application and terms. Science usually connotes the study of phenomenon, creatures, people, and things as well as the laws that govern their ways and existence. Science provides explanation, clarifications and understanding on things that cannot be comprehended at face value. With such characterizations and descriptions of science, teaching is indeed one of its kinds. Teaching in its own form utilizes application of scientific principles and evidences (Squire 1999). Considering that it is an applied science, its form assumes that professional work involves the systematic way to accomplished practical tasks. Teaching uses several types of models. As Gage (1996) argues, applied science has played a large part in some professions such as medicine and engineering, so he realized why not in education.
Most contemporary models of teaching are in fact psychology-based models. Since teaching involves behavior and learning, theories and models in psychology is widely functional. This is true of the majority of the models contained in the various editions of Joyce and Weil’s Models of Teaching (1996) and the relevant sections in the two editions of the International Encyclopaedia of Teaching and Teacher Education edited respectively by Dunkin (1987) and Anderson (1995). Some of these models derive directly from a particular school of learning theory. The behavioral and cognitive theory of Skinner (1954) and Bruner (1968), Bandura’s (1986) theory of social learning and teaching through modeling, and the approaches humanistic and information-processing of Rogers (1983) and Winne (1995) are evident in the process. More recent models, such as those advanced by Entwistle (1992) and Ramsden (1992) also derive from a particular view of learning, in this case based heavily on Marton’s work on student approaches to learning within the cognitive tradition (Marton 1977). Meanwhile, contemporary writers in the instructional science tradition (Gage 1996; Stones 1994) take a much more sophisticated view of the applicability of science to teaching and learning than their predecessors.
Furthermore, teaching requires some scientific element in achievement of intended goals. Teaching is always directed to learning and knowledge acquisition for personal development and survival. During the process of teaching, gathering data, experimentation, and analysis will lead to a factual body of knowledge that is now ready for sharing especially to the students. The timelessness of science happens together with the profession of teaching. Hence, with such evidences of art and science in the application of teaching, it could be deemed that it is therefore an art and science.
With the given literatures, the interviewee confirmed the contents of relevant literatures by referring to her experiences. There is no other stronger evidence than that of the experiences the interviewee hold. Her daily dealings in the academic setting confirm the universality of body of knowledge as seen in various literatures and sources. The extent of her confirmation is as far as the coverage of application and relevance on the given subjects of education and teaching.
Knowledge and Understanding of the Chosen Theme
The knowledge of the interviewee of the chosen theme is extensive. Her views are supported by various references. Like everyone, the views and ideas in relation to teaching and learning are linked. Teaching is usually defined as by people as a career, profession, vocation, and process. It is a career, profession and vocation especially in the process of education (Griffin 1997; Wise 2005). But the most important aspect of defining teaching is the process itself (Hopmann et al 2000). A person engaged in teaching is popularly known as teacher regardless of any language used. Teaching involves helping students to know something not known before and it constitutes a process of change (Fry et al 2003). What is important about teaching is what it helps the learner to do, know or understand. There are different models of learning that teachers need to be aware of. Teaching is a physical, visceral, intellectual, and emotional activity (Rawlings 2000). What teachers must do and take into account is the process to be used to know about how students learn. The most common example of the process of teaching is the one occurring inside a formal educational institution.
On the other hand, learning is about how we perceive and understand the world, about making meaning (Marton & Booth 1997). Learning may involve mastering abstract principles, understanding proofs, remembering factual information, acquiring methods, techniques and approaches, recognition, reasoning, debating ideas, or developing behavior appropriate to specific situations. It is a common belief that learning is a product of teaching. Because when a teacher teaches, it is expected that the student learns.
Teaching and learning is intertwined. The process is not fully attained in the absence of the other. On the same way, the process successfully work when to both are fully utilized. Teaching and learning are activities that work best when work through our hearts as well as our heads. Teachers have known that for a long time. It is time for the academy to allow, even invite, the emotions, and more specifically love, into our understanding and practice of teaching. Teaching and learning, regardless of the beliefs of people, are always directed to the development and education of students in pursuit of knowledge acquisition as its ultimate goal.
Conclusion
The interview that was conducted is very effective as it addresses the issue of women and teacher particularly on the topics of learning and teaching. Although it is recognized that the idea of woman is not properly illuminated, it is perceived that the responses of the interviewee reflects the woman’s point of view. Aside from the fact that female teachers constitute the academic setting, most teaching approaches is engendered by maternal instincts. The author further suggests that there is a need for additional research to prove this initial observation as most information obtained are about teaching and learning.
References
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