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My name is Sara Jain, and I am currently pursuing a Master’s in Education at Thompson Rivers University, Kamloops campus. I am in my second semester of this program, and it has been an incredibly enriching experience so far. The course has provided me with a deep understanding of educational theories, instructional strategies, and curriculum development, all of which are essential for shaping effective learning environments.
One of the reasons I enjoy this program is its engaging curriculum, which combines theoretical knowledge with practical applications. The discussions, research opportunities, and collaborative projects have allowed me to broaden my perspectives and enhance my critical thinking skills. I appreciate the way the program encourages professional growth by enabling me to explore new methodologies, challenge existing educational practices, and apply innovative teaching strategies.
I enrolled in this Master’s program as part of my professional development, with the goal of advancing my career in the field of Education. My aspiration is to contribute meaningfully to the education sector by implementing effective teaching methods, fostering inclusive learning environments, and making a positive impact on students’ academic journeys. Through this program, I am gaining the skills and knowledge necessary to achieve these goals.
My passion for education stems from a strong belief in the power of learning to transform lives. I am particularly interested in exploring areas such as educational leadership, curriculum design, and student-centered learning approaches. As I continue on this journey, I am eager to apply my learning in real-world educational settings, engage in meaningful research, and collaborate with educators who share a commitment to excellence in teaching and learning.
This e-portfolio serves as a reflection of my academic progress, achievements, and insights gained throughout my Master’s in Education journey. It showcases my work, research, and experiences that highlight my growth as an educator and lifelong learner. I look forward to using this platform to document my learning and share my passion for education with others.
My Educational Philosophy
Education functions as an agent of societal change by enabling personal empowerment while advancing communal development. The foundational principles of my educational philosophy emerge from inclusive, student-focused, and equity-driven teaching methods which guarantee that every learner—no matter their background, identity, or ability—accesses meaningful learning opportunities. My teaching methodology emerges from constructivist learning theories alongside UDL principles and socio-cultural frameworks to ensure accessibility while promoting adaptability and active student involvement.
The foundation of my pedagogical philosophy is shaped on constructivist and social learning theories, namely by Lev Vygotsky (1978) and Jean Piaget (1971), who recognized that knowledge is actively constructed through interactions and social engagements. Vygotsky’s concept of Zone of Proximal Development (ZPD) highlights the importance of scaffolding learning opportunities to meet learners at their individual levels, fostering independence through expert support. In addition, Paulo Freire (1970) critical pedagogy emphasized that education must be dialogical, participatory, and transformative, ensuring the learners become active agents in their own learning process.
Inclusive education researchers, Florian & Black-Hawkins (2011) suggests that learning environments should be designed to accommodate diverse needs from the outset rather than relying on retroactive accommodations. This aligns with Universal Design for Learning (UDL) philosophy that advocates for multiple representation means, engagement, and means of expression (Meyer, Rose, & Gordon, 2014). After deriving inspiration from these approaches, I strive to ensure that all students are provided equal access to learning content and assessment processes—particularly students with disabilities.
To foster student engagement, I incorporate active learning strategies, project-based learning, and peer collaboration, ensuring that students take ownership of their education. My classroom management style is built on mutual respect, restorative practices, and positive reinforcement, creating a safe, inclusive, and accessible learning space where all students feel a sense of belonging. In curriculum development, I focus on socially just and anti-oppressive approaches, integrating diverse voices, critical thinking, and real-world applications.
Ultimately, my commitment to education is driven by the belief that every student has the potential to succeed when given the right support and opportunities. By fostering an inclusive, equitable, and empowering learning environment, I aim to inspire students to become lifelong learners and active participants in building a more just and diverse society.
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