Page 27 - Top Cover Issue 4

TOP COVER +557'

stance, your technique, how stressful you integrate our practice within theirs. T e assignments, Sabrina would tell you that
feel at that particular moment. point is pertinent here, we do not intend when you can hold a gun, there’s nothing
T ere’s no way we would have thought to impose our teacher education on the to fear from a bit of paper...
of doing this if we hadn’t seen AFOs NFIC, we want to complement it and T ere still much for us to learn from
breaking down the reasons why shots wish to learn from it. the AFO teaching context but we hope
had gone wide of the target. T e more Looking back, and beyond the that the current joint teaching approach
you think about it, the more you see that technicalities of teaching, we feel that has been beneficial to all parties. From
the sort of techniques, ideas and analysis our role consists of negotiating the ‘grey our end, we can safely say that the
which an AFO has to master have real areas’ of education and training with relationships we have developed with the
applicability, and not just on the range. the future instructors. We expect them CFI, the NFIC course director, AFOs
T at said, we spent a lot of time on the to explore received ideas about teaching and the Kent instructors’ team have
range, trying to understand how AFOs and learning and whilst this can be enriched our own teaching practice and
were taught to shoot, the discipline of tricky for AFOs, it also challenges us. given us a very different perspective on
putting ‘eyes and ears on the range’, why Working on NFIC has overturned many the notions of professionalisation and
were instructors and students staring at of our assumptions about what and professionalism ■
those little holes on the target at the end how to teach and train. For example,
of the shooting? We asked questions, learning how to engage students with (QT HWTVJGT KPHQTOCVKQP TGICTFKPI %JTKU CPF
noted examples, obtained clarifications, their learning and question one’s 5CDTKPC²U TGUGCTEJ QP VJG RTQHGUUKQPCNKUCVKQP
took pictures, made videos, trying to practice as being critical is at the heart QH #(1 KPUVTWEVQTU RNGCUG EQPVCEV WU CV
soak up any information which may of teacher education but this needs to be UCDTKPC RQOC"ECPVGTDWT[ CE WM
enable us to decipher their practice. in line with the rigour of AFO teaching
T is turned out to be crucial to our practices, and the two are not necessary
understanding of AFO instruction and to so different. As for the dreaded course

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