The idea of good teaching has been debated for many years among the teaching profession, government bodies and various community members. With numerous claiming different ‘models’ of teaching must contain qualities that should be modified into teacher-education and teaching institutions. This essay will discuss and analyse the main argument from ‘Good teachers on dangerous ground’ (Connell, 2009) and clarify the key case. I anticipate to uncover the ideal teaching model, what that model comprises of and in what way can we foster this. My preliminary schema of ideal teaching qualities were supportive, energetic and enthusiasm abilities over intelligence. I expect complications to this and will be exploring this further. The essay will be presented …show more content…
Connell’s (2009) report leads her to determine the ideal model. As she terms, one model holds the most dominant and ideal position in Australia. Connell (2009) calls this the ‘Competent-Teacher’ model.
Connell (2009) determines that this model holds resemblances of the ‘competent craftsperson’ model and the ‘compliant technician’ model, which were proposed several years prior to Connells paper being published. Difficulties arise in Connells (2009) study due to the point she has not completely clarified the research from these major publications. Because Connell (2009) has made a big report about the ideal model, I question Connells (2009) statements, as I feel obligated to see thorough material about the previous
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This is an important portion of the competent-teacher model. As with my experience, my best learning was with teachers who were supportive and enthusiastic. Remarkably, I did not succeed in classes with teachers that were unsupportive and unenthusiastic, but were considered intelligent. Accordingly, many had a reverse outcome of what I experienced. I find it interesting that students and teachers would label these teachers as good, considering they were very intelligent about their discipline but distanced themselves from emotion work. I believe that there needs to be a balance regarding competencies that teachers should manage to suit student needs.
Furthermore, I found that students who had the teachers that I described as ‘good’ did not succeed, due to the fact they needed an intellectual teacher. This is extremely significant when we think about Connells (2009) competent teacher model and the combination of intellectual and emotion work.
To foster good teaching based on the ‘Competent-Teacher’ model into practice, it needs to be applied into ideologies, approaches, and teacher-education and to be accepted by teacher registration bodies
middle of paper ... ... Australian Journal of Teacher Education, 25 (1), 45-51. Retrieved from http://ro.ecu.edu.au/ajte/vol25/iss1/5. Western Australian Department of Education. a.
The Australian Professional Standards for Teachers provide a framework, which clearly identifies the knowledge, practice and professional knowledge necessary to achieve each standard in a teacher’s career. The Standards aim to enhance all students learning outcomes by providing key indicators of teacher quality to assist the preparation, support and progress of teachers (Board of Studies, Teaching and Educational Standards [BOSTES] 2014). This essay will examine the Australian Institute for Teaching and School Leadership (AITSL) Standard One: “Know students and how they learn” (2011, p.3) by comparing and contrasting the expectations of a graduate and lead teacher. There are six focus areas within Standard One and each area clearly defines
As a graduate teacher it is important to understand the standards that underpin the whole of the teaching profession. The Australian Professional Standards for Teachers (the Standards) came about after extensive evidence was put forward by the Melbourne Declaration on Educational Goals for young Australians in 2008 to say that Australia needed to improve its teacher quality in order to be considered as a world-class country in education (Teacherstandards.aitsl.edu.au, 2014). The key elements of what constitutes quality teaching make up seven standards and are broken down into the three domains of professional knowledge, professional practice and professional engagement.
Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues. 5th Ed. Frenchs Forest, NSW: Pearson.
As I read these articles, I agreed with almost everything that was said. The Great Teacher Question: Beyond Competencies, by Edward R. Ducharme begins with a sentence that basically sums up my reason for teaching, “I begin this essay by defining a great teacher as one who influences others in positive ways so that their lives are forever altered” (Ducharme, 1991 p. 2). Over the course of a student’s education they will have many teachers, but there are maybe only one or two who are THE teacher. The teacher who impacts this child’s life in a positive way forever. The rest of the articles follow this same theme, suggesting ways that teachers can become THE teacher. One of the most important qualities I found in these articles (and one I
Another important quality of an outstanding educator is competence. Outstanding teachers are highly capable. They know how to do their job, and they do it very well. They are smart, well ed...
...roughout the session. “Good teachers are not born, nor are they made by tutors. They make themselves. Whats more, anyone can teach well. Research shows that there is no personality type that makes a good teacher. Whether you are a shy introvert or an enthusiastic extrovert, you can teach effectively, but only if you know how to learn from your mistakes and your successes”. (Petty 2009 pg.516 2009)
Every teacher I had was encouraging, loving, and supportive of each student that they taught. If one student falls behind, the teacher makes extra sure to teach and re-teach the subject until it is understood. Once I entered the fifth grade and into middle and high school, each teacher that I had tried to be encouraging, loving, and supportive of their students; however, my teachers often had too many students to give the individual attention that so many children need. When I began to fall behind in certain subjects, my teachers tried to help but were often unable to teach and re-teach, because they had no choice but to continue on with their lesson plans. I continued to fall further and further behind; therefore, I had to spend many hours after school working on my homework problems with my parents.
Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th Ed). Frenchs Forest: Pearson Australia
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.
I’ve had teachers who taught in a way that was a good way for them to teacher, but wasn’t a good way for students to learn. I know I want to be a high school teacher, and by the time they will reach my class, my students should know how they should be presented the information, so that they can learn in such a way that is best for them. A teacher should be able to teach in a way that’s suitable for the majority of students, and be able to give extra help to those who don’t learn as the other students do. I want to be the teacher who is willing to put in extra time with the students for their classroom
Everyone knows that when it comes to making a difference in a child’s academic and life achievements, their teachers play a large role. A teacher’s ability to relate to their students, and teach them to achieve both socially and academically contributes to how effective they are. What does it mean to be an effective teacher? Overall there seems to be an emphasis on teacher effectiveness related to how well their students are performing on standardized testing. As teachers we know there is more to being an effective teacher then just teaching our students based on tests. This paper will identify different definitions of an effective teacher along with how to assess teachers on being effective.
Velde, C., and Hopkins, C. "Reporting Trainee Competence." Vocational Aspect of Education46, no. 3 (1994): 257-271. (EJ 500 802)
Every teacher has their strong points as well as weak points. Teaching is very hard work and some of them never grow to be anything better than mediocre. They do the bare minimum and very little over and above the call of duty. There are several ways to become a great teacher. Teachers are truly dedicated workers who put a lot of time and schooling into being able to teach for the rest of their lives.
Dr Dennis Francis Commonwealth Education Trust Week 1 and 2 “Teacher training or education is something that can be managed by others; Teacher development is something that can be done only by and for oneself” Wallace, 1991.