Despite much discourse and research, a central question in preservice teacher education continues to evoke much debate: What do teacher candidates require to become effective teachers? The answer is not simple. The answer is as varied as the countless perspectives that encompass the history of pedagogy. Although there may be no specific answer to this essential question, just as there is no one superior teaching model or one type of student, there is a professional area of knowledge and skill that should permeate all preservice education programs - multicultural education. This field which prepares teachers "for the social, political and economic realities that individuals experience in culturally diverse and complex human encounters" (Sims,
For one, poor quality teacher evaluation instruments can lessen the ability to evaluate a teacher’s skills. Often times, these instruments are “cookie-cutter” forms and are not modified or changed to reflect current trends in teaching or subject matter. They sometimes just have lists of desirable traits that someone identified as being important. I’m not sure it is beneficial to have one standardized form to use for all of the teachers located at the same school. Different subjects, students, and classrooms all have varying objectives and therefore, teacher evaluations should reflect these variables.
A quality education is a rudimentary obligation in world educational market. The objectives of quality education can only be attained by means of some innovatory changes to make sure healthier planning leadership style, meaningful research and better educational governance. Effective principal’s leadership style is one of the main features that has been observed as essential for institutional success. A talented principal delivers way for the school and lead cohorts towards attaining desired goals. To achieve all the educational goals a suitable and competent leadership is required.
That is why close collaboration is based on the faculties' initiative and bilateral institutional agreement between the faculty and the schools without the existence of a higher legislative anchorage. In these conditions, supervising teachers are not specially trained for their mentors' activity either, but they are willing to work with students. This paper attempts to rethink the key competencies of the student teachers mentors and to provide some recommendations regarding establishing standards in this area of teacher education. Key words: teacher mentor, student
Teachers are considered instructional experts, and they feel empowered when they are a part of making decisions within the educational system (Easley, 2016; Peck & Reitzug, 2014). While teachers tend to be natural leaders within their classrooms, they can encounter obstacles and barriers when they attempt to step into leadership roles outside their classrooms (Helterbran, 2010; Warren, 2016). Research indicates that teachers have a difficult time believing that they are truly leaders, and this perception can impact the development of their leadership skills and a lack of confidence in their leadership ability (Sinha, Hanuscin, Rebellow, Muslu, & Cheng,
“Education is the most powerful weapon which we can use to change the world” (Nelson Mandela). Across the world higher education is considered a privilege that many people aspire to have, yet many of the youth who are eligible for higher education are acting below the expectations of their parents and the society as responsible adults. Higher education is necessary to perk up individuals’ life, develop society, enhance ones’ social skills, and provide vast opportunities for individuals. Education has always been a guide for people to follow in order to become their personal best. Higher education is the key for most people to open up a successful life, it is the main reason for the constant development of first world countries.
Lastly, I will bring attention to the importance of searching for constant effectiveness in the classroom so that teachers are more successful at teaching. Some people believe that teachers are born and not made. Harmer (2007, pp. 23-24) states that even though some teachers might not have a unique gift, they are still effective. I concur with this idea, having a special talent or gift, some call it a vocation, may be important when deciding to become a teacher, but not the most decisive.
We must incorporate what is best for the students by helping further develop their education and not what will get us the most funding possible. The American education system is faltering and has strayed from its center purpose, which is to do what is best for the students and not what gets the schools more money. If I had the opportunity to change the American educational system the key issues I would address are the distribution of funding, the standardization of curriculum, and corporate influence because of the effects it has on the students learning and growth as a person.
So what? Theater just gets taken away, which is too heartbreaking to understand when it’s not within people’s grasps. Theater might not be an essential for survival, but the importance of this argument is that it can improve in the educational system. And isn’t that what it is all about? It shouldn’t matter how we choose to learn the lecture, material, or lesson, but as long as we understand the concept to the fullest capacity can fit.
Otherwise we will be criticized for not fulfilling our academic responsibilities. Fortunately, if we use our time wisely we can fulfill the aims of the curriculum and develop our students’ awareness. One aim does not go against the other, as a matter of fact, creating awareness only makes our students more critical thinkers. It is fundamental to ask ourselves if we want to be the source of change, or if it is probably more comfortable not to talk about controversial topics and just let things continue as they have always been. It is, after all, quite unpleasant to talk about pressing social and environmental problems because we have no other alternative but to address them.