Research Analysis Instructions For High Quality Education

A good teacher is expected to follow the standard curriculum, which consists of worksheets and readings. At the same time teachers are expected to disconnect from teacher stereotypes to excite their students in learning and create engaging lessons. Many teacher’s aspiration is to bring creative activities into the classroom to embolden students thinking outside of the box. Teacher education is the leading reason that stereotypes have continued, “confronted with the realities and complexities of university-based teacher education, education professors sometime feel unable to combat what they perceive as firmly entrenched stereotypes and ideas about teaching” (Weber 27). A teacher can be seen as either good or bad for following the curriculum or for breaking the curriculum in order to be creative. The way the teacher is perceived depends on whose perspective the reader is looking at.

The purpose of this report is to show an analysis of the role and responsibilities of teachers, incorporating some research topics including codes of practice, and also the boundaries and relationship between the teaching role and other professional roles.

The sequence of data was used so that in=dept information are able to be retrieved from the participants and also be able to confirm or disapprove some of the claim retrieved from the first method used. Interview creates an opportunity to collect data on the view of beginner teachers on their experiences on their practices in the classroom. Observation and document analysis was on the actual classroom practices. Each school was visited 4 times where the first visit focused n the introduction of the study to the school.

When a child enters school, he or she becomes totally engrossed in his or her environment. The people around that child, and all of the surroundings really leave a huge impact on him or her. Therefore, the most important person in the classroom, the teacher, can thoroughly influence students. Teacher’s can change students’ lives for the better and evolve them to excel in many fields of not only academics, but also everyday life. This is precisely what the author, Nicholas Gage admitted to experience in his article “The Teacher Who Changed My Life”. Gage writes about the tough childhood he faced as a new orphan that emigrated from his homeland, Greece, to the United States of America. His English teacher, Miss Hurd, was a great influence on him. She brought boundless, fantastic opportunities to Gage that later allowed him to taste the beautiful flavors of success in which he devoured. In his article, the author opts for narrative writing where he expresses his personal encounters and experiences that eventually shaped him into becoming the man he is today. He appeals to readers by narrating his story with emotion. Also, he cunningly tries to oblige readers to side with his own political conceptions. By expressing

The feelings of isolation affect the perceptions and it may increase the nervousness among the teachers too that directly harms in the delivery of education. The teachers should be motivated towards their work and it helps them to do good communication among the students and other teachers as well which brings the positive results. Beginners can be helped a lot through this motivation process as they are not alone in their experience. They can get proper information and can make a use of other’s experience so that they can overcome the challenges and become successful teachers. Another reason mentioned in the article is the identifying perceptions of initial year teachers to collect the information which can be used by various lecturers, trainers, and many other educators who in turn trains or prepares the teachers in the field of education. It is found that the teachers who got proper training and whom were tested before starting their teaching profession brings out better results than the ones who directly comes to the field. The beginning teachers are provided proper training and strategies so that they can deliver the quality education and retain the good and better. In the article, it is mentioned that they begin with a detail of the school where teachers are involved and the special program where the

Teaching is not a lowly job as most people think. Teaching is a profession that is highly, commendable just like banking, nursing and other professions. However, some people often ridicule the teaching profession merely because of its poor pay, poor career prospects, not to mention the perceived monotony of the daily routine writing lesson plans and preparing lecture materials. Despite all these criticisms, not many teachers have defended themselves. However, in the article “I am not a babysitter,” Heather Robinson takes a stand to defend the teaching profession effectively by appealing to ethos, pathos and logos. This

In Admiraal et al. (2016)’s article, four teachers participated in the study and they reported that through conducting their research, they were able to take diverse perspectives on teaching, think of alternative solutions to address the issues, thoroughly reflect on their teaching and their colleagues’ teaching (Admiraal et al., 2016). By researching and reading the literature that is relevant to their topics, these teachers mentioned that they use the findings of the educational research to inform and shape their practices by analysing and translating the research findings to pedagogical practice, and assess the effectiveness of new ways of teaching (Admiraal et al., 2016). Furthermore, Admiraal et al. (2016) proposed suggestions to close the gap between educational research and teachers’ pedagogical practice by offering more opportunities for collaborations between researchers and practitioners, and encouraging teachers to embark academic

The teachers chosen for this study were recommended by both parents and principles. These teachers have a passion for learning and created a community in which the students felt safe. The teachers also created a bond with each of their students to prevent competition between each other. They also were not dependent on the standards or textbooks

Being a teacher is one of the most difficult professions in the world. We are responsible for the education of all the future citizens. As teachers, content will always be a major component of what we do but it should not be what drives us. Kottler, Zehm, and Kottler (2005), authors of “On Being a Teacher: The Human Dimension”, believe that the “goal of education is not to teach subject matter but to promote the development of productive and positive human beings.” In order to accomplish that,

Similarly, in Reggio Emilia the teacher is seen as a “co-constructor of knowledge”, “creator of the environment as a third teacher”, “supporter of the competent child”, “documenter”, “researcher”, “listener”, “provocateur” and “negotiator of meaning” (Edwards, Gandini and Forman, 2012, p.149). In the teacher’s everyday responsibilities of working with children and families, the job role is seen as complex, fluid “responsive to the changing times and needs of children, family and society” (Edwards, Gandini and Forman, 2012,

This paper separates some of these influences into 3 interrelated groups including external, internal and contextual factors. External factors discussed the pressures from policies placed by governments and schools and their negative and positive interactions with a teacher’s morals. Internal aspects looked at a teacher’s emotions and beliefs and how they’re moulded by their personal life and learning experiences. And lastly, contextual portrayed how the culture and leaderships groups within a school setting can impact a teacher’s growing identity. The result is that the process and understanding of what makes up a teacher are tremendously complex, due to every teacher coming from diverse backgrounds and having different values towards teaching. Therefore, those who create the regulations for teachers, design pre-service university training and the school’s leadership teams who interact with teachers daily. Should try to understand these influences and alter their approach accordingly to ensure teachers are given the required support and possibility to teach to the best of their ability without being forced into being someone they are

There is a usual but important cliché for a teacher´s career: a teacher has to be a life-long learner to be an effective teacher. Research on effective teaching over the past two decades has proved that effective practice is related to questioning, reflection and continuous professional development. Reflective practice can be a satisfying experience for a teacher evolution. It covers self-analysis, questioning one owns methods, assumptions about learning, theories as well as one´s attitudes and behaviour as a facilitator and communicator, in short making a deep analysis of the actions. Reflecting on teaching includes the teacher´s thoughts on the successfulness of the lesson planning and the implementation used to teach. Within the time progression the teacher´s reflection should be more precise and he or she could

Imagine you are dreaming being a teacher, you must accept that there are no doubt that knowledge is the first quality of a good teacher. A good teacher need to enlarge his/her general knowledge on culture, society, biology, geography… to provide students what they want to know. Beside, a good teacher must be a person who are open to change. He/she must know “the only real constant in life is change”. There is a place not only for tradition but also for new ways,

This paper explains three different types of teachers and their role and impact over the educational system. By the same token it is emphasized that the teacher is an important part of the learning process who impacts the shaping of the lives of young children. The relationship between a student and a teacher is a difficult one in most of cases and it is something that raises problems which need to be resolved. At this point every teacher has different way of presenting and teaching the given material and the crucial role in establishing a good and fruitful collaboration with students

Teacher stories are often told through narratives. Narratives establish meaning to the teacher story and provide answers about teacher identity. The use of narratives also serves as a conduit for the delivery of teacher knowledge in their content area (Kratka, 2015). According to (Linde, 2001), stories can be used to illustrate immeasurable knowledge that exists within the social relationships of a teacher’s environment. Narratives focus on knowledge created by the experiences that develop a teacher’s personal story. Therefore, we must pay close attention to the daily experiences that dictate our future if we are to gain true understanding of who we are (Clandinin, 2007). Understanding how teacher stories are established requires us to recognize that the process is constantly changing to meet the demands of the professional environment the teacher is exposed to. The teacher story will undergo many changes as new knowledge and experience is added to the narrative (Huberman, 1993). While the narratives a teacher tells are meant to convince others of the teacher’s competence, they must also convince the teacher of their own self worth in order to build positive