Introduction
This essay explores the personal and professional motivations that drive me, as an education student, to aspire to become a good teacher. Teaching is a profoundly impactful profession, shaping individuals and societies through knowledge, skills, and values. My motivation stems from a combination of personal experiences, a commitment to social equity, and a passion for fostering learning environments where students thrive. In this discussion, I will examine key factors influencing my aspirations, including the desire to inspire, the importance of addressing educational inequalities, and the intrinsic rewards of teaching. Through critical reflection and engagement with academic perspectives, this essay outlines how these motivations align with broader educational goals.
The Desire to Inspire and Empower
One of the primary motivations for becoming a good teacher is the opportunity to inspire and empower students. Teaching is not merely about imparting knowledge; it is about sparking curiosity and encouraging critical thinking. As Brookfield (2006) argues, effective educators facilitate transformative learning by challenging students to question assumptions and explore new perspectives. Personally, I am driven by memories of teachers who inspired me through their enthusiasm and dedication—individuals who made complex subjects accessible and relevant. For instance, a history teacher’s ability to connect past events to contemporary issues ignited my interest in lifelong learning. I aspire to replicate this impact, fostering a sense of wonder in my students and equipping them with skills to navigate an ever-changing world. This motivation aligns with the idea that education is a catalyst for personal growth, a principle central to my studies in this field.
Addressing Educational Inequalities
A significant factor motivating me to excel as a teacher is the urgent need to address educational inequalities. In the UK, disparities in access to quality education persist, often influenced by socioeconomic background. According to a report by the Department for Education (2020), children from disadvantaged backgrounds are less likely to achieve key academic benchmarks compared to their peers. This inequity is a call to action for educators committed to social justice. I am motivated to work in diverse settings, ensuring that every student, regardless of circumstance, receives the support needed to succeed. This involves adopting inclusive teaching practices and tailoring strategies to meet varied learning needs, as highlighted by Ainscow (2016), who emphasises the role of teachers in building equitable classrooms. My studies in education have reinforced the importance of advocacy, pushing me to become an agent of change through my teaching practice.
The Intrinsic Rewards of Teaching
Furthermore, the intrinsic rewards of teaching fuel my ambition to be a good educator. The profession offers unique opportunities for personal fulfilment, derived from witnessing students’ progress and achievements. Hattie (2009) notes that teacher efficacy—believing in one’s ability to make a difference—correlates strongly with student outcomes, suggesting that passion and commitment are integral to effective teaching. For me, the joy of seeing a struggling student grasp a concept or gain confidence is profoundly rewarding. Additionally, teaching fosters continuous learning; as an educator, I will engage with new ideas and methodologies, ensuring my own growth alongside my students. This reciprocal dynamic is a key motivator, reflecting the notion that teaching is as much about self-improvement as it is about guiding others.
Conclusion
In conclusion, my motivation to be a good teacher is rooted in a desire to inspire, a commitment to addressing educational inequalities, and the intrinsic rewards of the profession. These drivers are informed by personal experiences and supported by academic insights, underscoring the transformative potential of education. As I progress in my studies, I aim to cultivate the skills and resilience needed to enact these aspirations in the classroom. Indeed, the implications of this motivation extend beyond individual classrooms, contributing to a broader societal goal of equity and empowerment through education. By striving to be a good teacher, I hope to play a small yet meaningful role in shaping a more just and enlightened future.
References
- Ainscow, M. (2016) Collaboration as a strategy for promoting equity in education: possibilities and barriers. Journal of Professional Capital and Community, 1(2), pp. 159-172.
- Brookfield, S. D. (2006) The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom. 2nd ed. San Francisco: Jossey-Bass.
- Department for Education (2020) Key Stage 4 performance 2019 (revised). UK Government.
- Hattie, J. (2009) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge.
