Develop teaching expertise is the part of proposition from NBPTS, specifically knowing the subjects they teach and how to teach those subjects to students (1987). One of the methods is continue to pursue their professional development by joining a professional association or organization, attending a workshop, and reading a professional journal, website, or books. These ideas enhance teachers’ cognitive growth by enlarge information of the latest strategies or method, enhance cognitive growth,
"critically discuss the assertion that teachers themselves, are their own most important resource when it comes to the development of their professional expertise." When evaluating this claim I will address a number of topics including reflective practice, professional expertise and the correlation between them; as well as this I will refer back to the GTCNI framework and what it has to say about teacher effectiveness and the variety of tools that teachers use in order to be successful. I am going
Teacher Educators I began my quest with the goal to examine how I can better prepare pre-service by asking, what is a good teacher educator? What knowledge, skills, or competencies should a teacher educator possess? Little is known about the professional quality of teacher educators (Koster, Brekelmans, Korthagen, & Wubbels, 2005; Zeichner, 1999). It is problematic that many assume that an effective teacher will make a good teacher educator (Korthagen, Loughran, & Lunenberg, 2005) or conversely,
Co-teaching is a service delivery model in which two educators-one typically a general education teacher and one a special education teacher or other specialist-combine their expertise to jointly teach a heterogeneous group of students, some of whom have disabilities or other special needs, in a single classroom for part or all of the school day (Friend, 2011). Co-teaching can be thought as a marriage, it can be beautiful and inspiring to watch, but can be scary and not always work out. There are
We need to understand that a professional is a person who is able to deal with challenges and tasks that are specific to the job using their skills, experience and expertise which are specific to the job. Professionalism is often described as the quality of practice which also describes the manner of conduct in the occupation and how members integrate their knowledge and skills in the context of collegiality and ethical
to make the students understand the topic with the greatest ease possible. 2. Introduction In the field of teaching, it is important to combine several forms of expertise to enhance learning these include; content expertise, information delivery expertise (pedagogy), and instructional technology. Content expertise involves well mastery of a specific area of study by a teacher. As teachers, we go through a course at the tertiary level to master the content that we can later deliver to our students
Different people have varied views of teaching; some take it to be a vocation while some view it as a profession (Langford 51). Those saying teaching is a vocation, base their argument on the fact that anybody can be a teacher, from parents, relatives, peers, the media, the politician, the preacher and so forth, and this depends on the knowledge they are disseminating to their students. On the professional point of view teachers need professional qualifications and certifications for them to practice
education, the teacher preparation process is becoming increasingly demanding and challenging” (Cooper and He, p. 89). In addition, these teacher candidates and teachers themselves need to provide expertise beyond their training, “to provide support in areas beyond content expertise and pedagogical knowledge” (Cooper and He, p. 89). With this information, I plan on focusing on my students needs and hopefully bring effective learning strategies to my classroom. What are the roles of a teacher? A teacher
Collaborative teaching is one way to meet the needs of students of all skill levels. Co-teaching allows for differentiated instruction that will meet the needs of ELL students, students of low income families, students with identified learning disabilities, etc. The
The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals effects of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. Teachers’ leadership and collective expertise are tightly linked to student achievement. A sophisticated new study has found that schools