In recent years, the current concern over teaching and learning in all levels in education is toward a commitment to improve quality teaching and students’ learning. The emphasis toward excellence in education is merely to improve teaching and learning in the classroom by the school reform and the managerial strategies in educational management (Chong Lee, 2009). In a time of educational paradigm shifts, there have been many changes in the school system which includes teaching methods, curriculum formats, learning styles, and the academic related policies. Knowledge is an indispensable part of everyone 's life. In each stage of our growing up years, it is very essential.
As mentioned earlier in this paper, societal developments in several domains confront schools and teachers nowadays with more challenges of different kinds (Elchardus, 1994; Hargreaves, 1994b). In order to meet these challenges, teachers’ professional development is considered vital (Hoyle, 1989; Vonk, 1989). Each school is expected to create favorable conditions for teachers’ professional development (Berg, 1983). In the literature the importance for professional development in order to achieve job satisfaction (Helderman and Spruit, 1993; Kottkamp, 1990; Tuetteman and Punch, 1992) is stressed. In
Recent education reform demands a highly skilled teaching profession and it is widely accepted that a teacher’s development spans an entire career (Court, 1991). Therefore, teachers must be immersed in the subjects they teach, and have the ability both to communicate basic knowledge and to develop advanced thinking and problem-solving skills among their students (Loucks-Horsley, Hewson, Love, & Stiles, 1998; National Commission on Teaching and America’s Future,
The impact of teacher characteristics is important for education policy and for success in pupil’s academic performance. Ensuring that teachers best suited and most able to enhance student performance are employed is very important. Wayne and Youngs (2003: 89) explain that a large body of literature about teacher characteristics and education outcomes exists.
The way teachers learn may be more like the ways students learn than we have previously understood. Learning and organizational theorists are teaching us that people learn best through active involvement and by thinking about and articulating what they learned (Resnick 1986; Schon 1991). Teacher development in recent years has taken centre stage and has been viewed as critical and an essential enabler for the development of students and the education system. Practices, Processes, and policies built on this view encourage teachers to involve them as learners just as they would propose their students to be life- long learners. Does this view translate as practice at the ground level in schools, and how much has teacher development progressed
The key role of educational institutions in realizing it is reflected in a variety of initiatives taken to transform the nature and function of education -- both formal as well as non-formal. Universal accessibility to quality education is considered essential for development. This has necessitated improvement in the system of teacher education so as to prepare quality teachers. Various Commissions and Committees appointed by the Central and the State Governments in recent decades
Emulating the research happening in US and UK, Asian countries too have started significant research in this area. In the Indian context, Minister of State for Human Resource Development, Dr. Shashi Tharoor, stated (on20th August, 2013) that to improve the quality of school teachers, the Government of India has adopted a three-pronged strategy, which includes (i) the strengthening of Teacher Education Institutions, (ii) the revision of curriculum for teacher education in accordance with the National Curriculum Framework for Teacher Education 2009 and (iii) the laying down of minimum qualifications for Teacher Educators and their continuous professional development The last strategy mentioned above suggests that the teacher quality and student achievement are strongly connected. Especially, for acquiring communication skills the student depends more on the teacher than a textbook. Hence, it is essential that teachers teaching communications skills to professional students should have certain qualities. This takes us to the second phase of the paper to discuss what do we mean by teacher quality and what are the means to improve teacher
Every language teacher should have been aware and fascinated about the relation between teaching methods and students’ academic performance. In the field of education, especially in teaching seems that there opens the gate of the learning process. It is not a secret that successful language learning depends on different factors that not only related to the teacher, but to the methods used by them which takes significant role in student’s learning and academic achievement. It was proved that teachers of the 21st century face challenging task related to the using and selecting better teaching methods crucially now than ever before. As Gibbs and Jenkins  argued that the context of class and society has changed, but the teaching methods have
). If we are to improve all schools, as measured by improved student performance, we must craft improvement strategies that directly impact what happens in the teaching and learning environment. As Black and Wiliam point out, “Learning is driven by what teachers and pupils do in classrooms.” (1998). The intent of this study was to analyze the recent educational literature and existing rubrics and frameworks that focus on the practice of effective teaching, and from such analysis construct a list of core, essential practices of high quality teaching and learning that cut across all content areas and grade levels. If educators reflected deeply on their practice through a common framework and vocabulary, it could help schools and teams of teachers determine the focus of their professional development based on what is actually occurring (or not The Center for Educational Effectiveness, Inc. © 2007 www.effectiveness.org occurring) in the classroom.
Next, we are going to discuss about the role that teachers and pupils have in education. The teachers play the biggest role in an education system. They are the ones who covey the message to students. The teachers must show good example for the students to