Effective Teacher Analysis

1564 Words7 Pages
There are many different views and definitions of what an ‘effective teacher’ is and what it can be defined as. Loughran (2006) argues that teaching involves a collection of knowledge and skills which some teachers demonstrate however many at times do not transfer during practice. Loughran (2006) also comments on the lack of acknowledgment which can underpin the notion of a noticeable break from theory to practice and take away from others the intelligence and proficiency of the specialist pedagogue. While Alexander (1992) describes an effective teacher as a professional who has an collection of organisational tactics and teaching methodologies and chooses from an academic catalogue permitting to the exclusive practical requirements and circumstances of their own personal professional position as opposed to the commands of educational ideologies. Alexander etal (1992) states that effective teaching comprises of teachers being able to utilise a variety of styles despite the organisational strategy such as; instructing, questioning and assessing. Loughran (2006) describes that pedagogy is the art and science of educating children, Van Maren (1999) develops this further emphasising, that concentrating on the connection between learning and teaching to ensure they are not portrayed as independent and diverse components from the other is essential in guaranteeing such education. Korthagan (2001:8) explains that being a teacher educator is often difficult and in most places, there is no culture in which it facilitates or is common ground for teachers/education staff to work collaboratively together on the question of how to actually improve the pedagogy of teacher education. It is evident that teaching and learning is observed as being... ... middle of paper ... ...ected to do as they are told. The Review has welcomed the idea that the national strategies need to go. Teachers are to be trusted to use their professional judgement. In attempting to find out how they can best take advantage of their pedagogical freedom the review asked teachers and children what constitutes as good teaching and contrasted their comments with evidence from research such as the TLRPs 10 principals of effective teaching and learning. The conclusion is that good teaching is not, as the strategies held, the reputation of a simple formula. But that it demands reflection, judgment and creativity. It comes from international research has indicated , from principles of effective learning and teaching grounded in evidence, together with a firm grasp of what is to be taught and a broad repertoire of skills and techniques ( Cambridge Primary Review , 2009).
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