Demonstrate Your Understanding Of The Teacher’S Role In

According to Pollard (2014:7), “the values we hold about the importance of education are critical to the decision to become teachers in the first place, and to sustaining our motivation and resilience through our career”. However, while values such as social justice, trust, professional commitment or respect are held as pivotal forefronts for the core of the teaching profession, as stated by the General Teaching Council for Scotland in the Standards for Registration (2012), it should also be essential for educational practitioners, throughout their career, to engage in critical reflection and professional enquiry.

Metacognition is the ability to understand the learning process of not only yourself, but the ones around you. Having this understanding allows you to convey information in a much more effective manner. Understanding the way I learn is important to the way I can approach problems and solutions. These issues and answers develop in many forms. Much like how an artist develops a process of completing a master piece, I can develop the tools to understand and learn in any situation, job, or

Within the task-definition stage, students are generating questions and making conscious choices regarding relevant information (Costa 1984, as cited in ALA, 2006). A metacognitive support system allows students to manage complex cognitive tasks and processes. (ALA, 2006)

The reputation of the teacher is possibly one of the most fickleof all professions, the reason for this being the closed environment to which they work. As in all professions, reputation is important so to be able to carry this reputation forward it is important to earn the respect of not just pupils but colleagues, peers and the local education authority. Experience within local education authorities creates local professionals, as easy as this is to state it is just as easy to understand because of the relationships built between the teacher and other local professionals within the professional environment of the

His book ‘What Teachers Make: In Praise of the Greatest Job in the World’, is a phenomenal and a thrilling world which highlights the teacher-student relationship.

Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and various other institutes will shape and mould their approach to our subjects and to life in general. Therefore, it requires a certain level of skill and training to be deemed professionally fit to enter into this career path and even then, continuous

I have chosen to become a teacher because I believe that education is the center of a country’s development process and prosperity. I want to be an educator to play an effective role in my society’s revival. Besides, I have always dreamed to be a teacher; it is a passion, which I truly have since I was young. The strong teaching motivation, which I have is derived from the deep belief that teachers can make a big difference in their students’ lives. In addition, I believe that teaching is a noble profession, which should be taken seriously. I know that being a teacher is never easy; it comes with high responsibilities and obstacles, but I am sure that I have suitable qualifications, which make me eligible to overcome them. Education as a basic concept in my perspective is all about developing knowledge, skills, values, ethics, physical and spiritual aspects,

According to Clarke (2006) the role, responsibilities and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment, planning and review. My main role as a teacher is to facilitate

Price-Mitchell, M. (2015, April 07). Metacognition: Nurturing Self-Awareness in the Classroom. Retrieved September 03, 2017, from https://www.edutopia.org/blog/8-pathways-metacognition-in-classroom-marilyn-price-mitchell

Metacognition is one’s ability to use prior knowledge to plan a strategy for approaching a learning task; take necessary steps to problem solve, reflect on and evaluate results, and modify one’s approach as needed. It helps learners choose the right cognitive tool for the task and plays a critical role in successful learning.

The GTCNI have argued that, “Professional knowledge, by its very nature, is organic and, to an extent, evolutionary, reflecting a synthesis of research, experiences gained and expertise shared” (GTCNI, 2007:10). The GTNCI further reinforces this statement when it states that, “Teaching can never be reduced to a set of discrete skills to be mastered in some mechanical process of assimilation” (GTCNI, 2007:5). Teaching today has moved beyond the outdated view that the most important thing for a teacher was solely to have professional knowledge. Professional knowledge encompasses a range of different forms of knowledge such as knowledge on the curriculum and children and pedagogical knowledge e.g. how to manage a classroom amongst many other forms. Whilst this is still of great importance professional knowledge is of no use if you are not able to adapt this knowledge to meet the ever-changing dynamic situations that you will encounter in the classroom. This essay will examine how reflective practice can be unlisted by teachers to ensure that they are meeting the needs of their pupils as well as

In this assignment, I will review the debate on professionalism. Looking at the teacher as a professional and discussing their professionalism. I will highlight the differences and the similarities between professionalism in education and several other professional vocations. I will discuss the shifting views of professional status of both mainstream teachers and FE teachers, and developments and where I see the FE sector heading.

I believe education is one of the most important tools a person can have in life. Every child deserves to receive the best education possible.  It has always been my passion to help each child discover their individual God given gifts and talents and to reach their full potential.

Generally Metacognition is defined as “how individual monitor and control their cognitive process” (Young & Fry, 2008). Metacognition refers to being able to reflect upon, understand, and control one’s learning. Previous accounts of metacognition have differentiated between two major components, including knowledge about cog¬nition and regulation of cognition (Brown, 1987; Flavell, 1987; Jacobs & Paris, 1987). Knowledge about cognition includes three sub processes that simplify the reflective aspect of metacognition: declarative knowledge (i.e., knowledge about self and about strategies), procedural knowledge (i.e., knowledge about how to use strategies), and conditional knowledge (i.e., knowledge

A methodological framework was necessary to organise the project in a systematic and rigorous way however this methodological framework must be underpinned by a conceptual framework (Denscombe, 2010), which represents my preferred approach to this inquiry. This framework supposes that firstly, metacognition holds lifelong value for the pupils and will improve their enjoyment and achievement. And secondly, that my teaching can be improved by more inclusion of metacognitive strategies and provide a more enjoyable experience within the lab when compared to the ‘traditional’ scheme of work used at the school.