Examples Of Use In The Literature

Deb Heck and colleagues used the RSD to structure 'Becoming a Teacher' for powerful reflection individually and in groups after student Professional Placement in Schools.

The ‘Becoming a Teacher’ framework incorporated the use of the findings and a redevelopment of the Work Skills Development Framework (WSD) (Bandaranaike & Willison, 2014, 2015) and Research Skills Development (RSD) framework (Willison & O’Regan, 2007) (see Table 2).

The ‘Becoming a Teacher’ framework includes six dimensions involved in the development of teacher identity including – embark and clarify, find and generate, reflect and learn, plan and manage, problem solve, and communicate and collaborate.' (p. 180-181).

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Heck, D., Willis, A., Simon, S., Grainger, P., & Smith, K. (2020). Becoming a teacher: Scaffolding post-practicum reflection. In Enriching Higher Education Students' Learning through Post-work Placement Interventions (pp. 173-188). Springer.

https://link.springer.com/chapter/10.1007/978-3-030-48062-2_10

From 'Becoming a Teacher'

Becoming a Teacher (Table 2). Reproduced with permission.
Facet Description Disposition
Embark and
clarify		 PST are motivated to identify and clarify the cognitive and
noncognitive knowledge required to undertake their role as a
teacher. Including setting goals and identifying approaches to
embark on the breadth of aspects of their role as a teacher.		 Curious
Find and Generate PST know how to use the most appropriate approaches to find
and generate information for both the cognitive and
noncognitive aspects of their role as a teacher.		 Determined
Reflect and Learn PST critically evaluate the cognitive and non-cognitive aspects
of their role as a teacher. They can reflect on a variety of
sources of evidence and feedback with a focus on lifelong
learning and continual improvement		 Discerning
Plan and Manage PST organise, plan and manage information and data for
application in the context of their role as a teacher as an
individual and as part of a team of education professionals.
PST can positively manage and influence difficult situations.		 Harmonising
Problem solve PST critically analyse and synthesise information to create
coherent understandings and innovative solutions as
individuals and teams of educational professionals. PST have
self-direction, drive, and adaptability and strive for
professional excellence.		 Creative
Communicate and Collaborate PST discusses, listens, writes, presents and performs the role
of the teacher in collaborative contexts with a range of
professionals. PST has the cognitive and noncognitive capacity
to build relationships and apply ethical, cultural, social and
professional standards required of teachers.		 Constructive