Connell (2009) does not define what a ‘good teacher’ is but rather explains what a ‘good teacher’ model includes. She examines the competencies that an idyllic teacher should possess in present culture and why they should possess these. To comprehend good teaching, one must contemplate what the job of a teacher is. Connell (2009) believes they are essentially an intellectual interpreter of knowledge. Comparable to what Connell (2009) said, I deem that the job of a teacher is to encourage and inspire learners.
Several models have been suggested over the years, such as the: ‘Technical-Professional’ model – a model that sees teachers as experts, ‘Scholar-Teacher’ model – an intellectual, and the ‘Reflective Practitioner’ model – combinations of teaching and humanistic skills.
Connell’s (2009) report leads her to determine the ideal model. As she terms, one model hold...
... middle of paper ...
...lassroom, but as an intellectual.
Connell (2009) developed this paper not only to find the ideal teaching model, but what consists of the model and how this can be fostered. Furthermore, it is also key to identify how teachers earn the title of a ‘good teacher’. This is where our understanding of TRB and teacher accreditation begins to rise. As a future teacher, I hope that by the time I become a registered that my emotional support, enthusiasm and personal values become something that can determine my progress and success of being a quality teacher. Connell (2009) set out to describe an ideal model that would best suit today’s time and culture, a model that has proven most current and valuable, with a combination of intellectual and emotional skills involved, despite all the shifts and changes in history. As a result, thus has emerged the “competent teacher” model.
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