Teacher educators and scholars of teacher education have raised questions such as what do teachers need to know, care about, and be able to do and guess some way out of the usual experiences (Feiman-Nemser, 2008). There is a definable body of knowledge, thought, and practice that teachers need to possess in their stay at the teacher education prior to their entry into actual teaching (Hess, 2008). In this regard, Feiman-Nemser (2008) identified four major dimensions (learning to think like a teacher, learning to know like a teacher, learning to feel like a teacher, and learning to act like a teacher) that student teachers should address well at the teacher education. These themes include teachers’ skills, strategies, routines and the judgments to figure out what to do, with whom to do, and when (Afe, 2006; Lee, 2008). Teacher education curriculum has to incorporate contents and learning experiences that ensure knowledge and skill about subject area contents, students, instructional methodologies and communication skills (Dunking & Michael, 1987; Borman,
This essay will explained the kind of teacher professional identity promoted by SACE and COTEP under the pillars of curriculum 2005 and NQF forming part of the white paper 1995 in redefining identity and difference in the education system after 1994 and it will also discuss how this identity did not and could not match the realities on the ground. Professionalism is the personal effort to act in a job that reveals fitting attitudes, behaviors and practices of the job. In teaching these attitudes may be: “having specialized knowledge which is the content knowledge and the ability to teach were teachers gain this on a lengthy period of higher education which is a four years to obtain the B ed degree were in the lengthy period teachers in the
It is believed that teachers’ metaphors on their professional identity are important guides and goals of teachers’ classroom behavior, which is directly related to cultures of communication in the classroom in terms of individual subject or discipline. The ‘performer’ metaphor allows us to predict the apprentice relation between students and teachers, and what might happen in the EFL classrooms: imitating the tones and accents of speaking English, role plays, iterative practice and rehearsal of the uses of English language items, teachers’ demonstration of English pronunciation and students’ following them. In the similar thinking pattern, we can also imagine what might happen in the classrooms of ‘authority’ metaphor, ‘supplier’ metaphor, ‘guardian’ metaphor, and ‘companion’ metaphor. The numeric favor in ‘performer’ metaphor indicates that ‘performer’ metaphor is specific to EFL professional teacher identity and may also index a change of emphasis. It might be in this sense, Palmer (1998, P. 66) intelligently argues that it is the “selfhood from which good teaching comes
Introduction In education, professionalism is getting more important. The importance of contemporary teacher role is demanding in the societies. Hargreaves (2000) explained that the four ages of professionalism and it should be the quality and standards of practice. Teaching is the only way to change the societies that teacher should help students to develop on the right track (Morris, 2008). Beforehand, Miss Wong, Mr. Tam and Mr. Chan, three current teachers who were represent from Music, Visual Arts and Physical Education field respectively were interviewed in my group investigation.
Teachers are being placed in the center of how schools function and are being asked to aid in crucial decisions about the academic direction of the school (Warren, 2016). Research by York-Barr and Duke (2004), states “teacher leadership roles range from assisting with the management of schools to evaluating educational initiatives and facilitating professional learning communities” (p. 1). While teacher leadership is evolving, the perceptions that teachers have regarding themselves as leaders has not truly been uncovered. This literature review is an attempt to highlight the research surrounding teacher leadership. It begins with the foundations of teacher leadership which includes the history of teacher leadership, the evolving definition of teacher leadership, and finally a summary of current teacher leadership development programs.
The TED has numerous units that assist in its operations. For example, the Planning and Policy Unit will plan and determine the direction of teacher education. The Curriculum Unit will be responsible in determining curriculum for different programs offered in teacher training colleges, the Assessment Unit will handle the setting of examination questions and marking answer scripts as well as the awarding of the student teachers’ grades, the Student-Selection Unit conducts the aptitude tests and interviews to select the candidates for the teacher training colleges. The MOE is solely responsible for primary school teachers’ training, while the Ministry of Higher Education (MOHE) is responsible for secondary school teacher education and breeding. The Figure 5 shows the list of Teacher Education Institute in
These TTIs provide in-service training to the school teachers both vertically and horizontally. Vertically, the responsibility of providing in-service teacher training is divided in central and state governments. At the National Level, the National Council of Educational Research and Training (NCERT)and National University on Educational Planning and Administration (NUEPA) are two national level autonomous bodies. NCERTalong with its six Regional Institutes of Education (REIs) undertakes specific programs for training of teachers and teacher educators as well as prepares a host of modules for various teacher training courses while institutional support is provided by NUEPA. Besides, CTEs and IASEs also provide in-service training to secondary and senior secondary school teachers.At the state level, SCERTs are responsible for preparing modules and providing specialized courses for school teachers.
Accordingly, the effect of teachers’ beliefs and perceptions on their teaching and practices have been extensively investigated and studied from different perspectives under a bigger umbrella term “teacher cognition” (Borg, 2003; p. 81). To consider some related works, Phipps and Borg (2007) concluded that the cognition developed by the novice teachers may be resistant to change and exert a persistent long-term influence on teachers’ instructional practices which is in line with Pajares’ assertion (1992), that "beliefs are formed early and tend to self-perpetuate" (p. 324). In addition, the influence of previous experience on teachers’ behavior (Richardson, 1996); teachers’ beliefs about teaching on their pedagogical decisions (Johnson, 1994), and practice on beliefs (Richardson, 1996) have been studied which indicate a direct connection between their cognition and action that is conducive to likewise performance. This connection implies the necessity of congruency between beliefs, experience and action which are in constant interaction with each other (Freeman & Richardson, 1996). However, if this connection is distorted by any means, it may give rise to frustration and negative feelings in teacher education courses (Galman, 2009), and even tensions in classroom practices
Some others may think that those are two different methods. To make it clear, this journal took one concept percieving the difference between one-to-one supervision and mentoring. Supervision is a supporting action where the focus is more on developing professionals through sharing clinical, organizational, developmental and emotional experiences (Mills, 2005) between two persons or among a group of people engaged in an activity or task (Lee, No Year). In another words, supervision is dealing with a client’s action to a certain project that determines the qualification and/or development. Otherwise, Mentoring is a teaching-learning process gained from the interaction between an experienced professional and a less experienced collegue (Donnelley, 2008) through one-to-one, reciprocal and career development relationship where the individuals are different in term of age, personality, life cycle and professional status (Mills, 2005).
To provide a new approach, we propose that the teacher self-identification process is a metaphoric process. The corroboration of our proposal is found in the classic metaphors used to describe teachers: teacher as midwife, teacher as artist/scientist, teacher as technician, teacher as researcher. In addition to the classic metaphors, the corroboration of our proposal that teacher identification process is a metaphorical one is also found in recent studies. Brown (2001) understood teacher as authority figure, leader, knower, director, manager, counselor and guide. Moreover, he also pushed the notion further to the emotional aspect and considered EFL teacher as friend, confidante, and parent.