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Knowledge acquisition in education
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The learning contained in this example may result unsubstantial for many readers but, in essence, it illustrates a genuine piece of knowledge that is often displayed in schools and has been long time neglected in Teacher Education Programs.
Making the student to use the dictionary may be not among any canonical response to the problem (not knowing the concept of condensation). It may be thought that it should have been better to tell the Student Teacher to prepare more consciously the key concepts of the lesson next time. We agree. But we also believe that any form of knowledge should be considered valid as far as it is useful when dealing with practical situations. For us we have in this example, in the very end, an expert teacher’s rule of thumb to solve the problem quickly the next time the Student Teacher might face a similar situation. If the mentor teacher, as expert, recommend using that rule is because it serves for a purpose, although it might be a temporarily one, a necessary footstep that leads to more sophisticated –and probably more canonical- strategies.
Therefore, the sum of pedagogical principles such as the one described above constitutes part of the practical knowledge repertoire that expert teachers use in their daily teaching, a crucial aspect that not only outlines particular teaching patterns but also determines professional roles and identities.
The important issue therefore is finding ways to make this valuable knowledge explicit and communicable to others, especially the ones that are learning the profession. But, apart from that it is also important to articulate them into theories of -and for- practice that may be utilized by other professionals (both in service and pre service). Practical knowledge...
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Verloop, N., van Driel, J., & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441–461.
Wang, J. (2002). Learning to teach with mentors in contrived contexts of curriculum and teaching organization: experiences of two Chinese novice teachers and their mentors. Journal of In-Service Education, 28(2), 339-374.
Wells, G. (2001) The case for dialogic inquiry. In G. Wells (Ed.) Action, talk, and text: Learning and teaching through inquiry. New York. Teachers College Press (pp. 171-194).
Weinberg, F., & Lankau, M. (2011). Formal mentoring programs: A mentor-centric and longitudinal analysis. Journal of Management, 37, 1527–1557.
Zollo, M., & Winter, S. G. (2002). Deliberate learning and the evolution of dynamic capabilities. Organization Science, 13, 339-351.
279) to penetrate in the teacher everyday discourse so deeply that no one even questions their meanings, but everyone tries to use them in their teaching as if they are the guarantee of a good practice. However, as Cochran-Smith (2008) insists, good teaching cannot be fully regulated by the “high stakes contexts” (p. 279) and testings, as “good teacher education focuses on an expansive rather than narrow notion of practice” (p. 279), including the ability of teacher to build a good emotional rapport with the students and parents, responding to the learners’ needs, ability to demonstrate good problem-solving skills and so on, rather than being constrained only to the test scores, once again concluding that teacher education is a rather elaborated and complex
Teacher knowledge has always been the basis to an effective learning experience. Without a knowledgeable teacher, students are not able to receive a quality educational experience. This pillar encompasses the influence teachers have on student learning and achievement, possession of research based knowledge, and effective teaching practices. I thrive to be educated and knowledgeable on the information presented to my students. By having a variety of teaching techniques that work and I use often in my classroom, I am able to mold my instruction around student needs and provide efficient and
The students’ eyes: this lens establishes just how congruous the teacher’s assumptions about effective learning correspond with those of the students in his or her class.
Garvey, R. Stokes, P. and Megginson, D. (2009) Coaching and Mentoring theory and Practice. London: Sage
Richard C. Morais comments on the effect of mentors in his novel The Hundred Foot Journey. The mentorship of Madame Mallory, Paul Verdun, and his father, Abbas, push Hassan on his journey and enable him to be the first immigrant chef to receive three Michilen stars. By definition, a mentor is “a wise and trusted counselor or teacher; an influential senior sponsor or supporter” (Dictionary.com). In some way or another, Abbas, Madame Mallory, and Paul Verdun all meet this definition. Morais primarily uses Hassan’s mentors to show the effect that mentors have on their mentees.
During Mr. Harper’s presentation, he also went over some myths about the perfect mentor. Some of the myths about mentoring included: (1) the mentor and mentee must physically meet, (2) it is only a one- way mentorship, and (3) mentors must have all the answers. It is never just a one-way mentorship because there is always new information that can be learned by the mentor. Mentors also do not always have all the answers because no one person knows everything. It is okay to seek help from a professor or other
It is expected that the profession of teaching embraces many qualities of any other professional practice. Teachers must possess a combination of many qualities beginning with a strong academic background and wide-ranging knowledge. The National Framework for Professional Standards for Teaching (2003) it is the knowledge of students, curriculum, subject matter, pedagogy, education – related legislation and the specifically teaching context that is the foundation on effective teaching, and a firm foundation on which to construct well educated judgments.
Johnson, R., (1997). Questioning techniques to use in teaching. Journal of Physical Education, Recreation & Dance, 68(8), p.45-49.
Shulman, L.S. (1986) Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), p.4-14.
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
don 't share that knowledge for the benefit of all involved? Of course it takes work and effort to create an effective process for teaching, but this is why excellent teachers garner so much respect and stay
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, and learning to help the teachers to become expert in their teaching and influence on student learning.
Along these two weeks we have been prompt to make a recall to our own way of learning and why we became a teacher: Was it because coincidence, due to life circumstances, maybe because family tradition, was it a conscious decision or because someone influenced us? Whatever the answer is, we have to face reality and be conscious that being a teacher does not only means to teach a lesson and asses students learning. It requires playing the different roles a teacher must perform whenever is needed and required by our learners, identify our pupils needs and preferences, respecting their integrity and individuality but influencing and motivating them to improve themselves and become independent.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.
In recent years, the cliché image of a teacher has come under attach. Research has shown that teachers often work in an isolated setting in which they are considered experts in their specific area; however they often lack the support and equipment needed to do their jobs effectively. As a result, to the inadequate working environment new teachers often leave the profession within the first five years. These conditions often exist because the educational system fails to prepare our teachers with the proper tools and experience needed to do their job well (U.S. Department of Education, 2010).