The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. Teacher enthusiasm may contribute to a classroom atmosphere of energy and enthusiasm which feeds student interest and excitement in learning the subject matter. There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation. But even while a teacher's enthusiasm has been shown to improve motivation and increase task engagement, it does not necessarily improve learning outcomes or memory for the material. Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. Teachers that exhibit enthusiasm are more likely to have engaged, interested and energetic students who are curious about learning the subject matter. Qualities EnthusiasmĪ primary school teacher on a picnic with her students, Colombia, 2014 Knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.) craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and dispositions (such as essential values and attitudes, beliefs and commitment). Scholarly consensus is emerging that what is required of teachers can be grouped under three headings: Working with others Working with knowledge, technology and information, and Working in and with society. For example, the European Union has identified three broad areas of competences that teachers require: Some evidence-based international discussions have tried to reach such a common understanding. The Organisation for Economic Co-operation and Development has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development. The teacher as manager of instruction the teacher as caring person the teacher as expert learner and the teacher as cultural and civic person. The competences required by a teacher are affected by the different ways in which the role is understood around the world. Factors that influence what is expected (or required) of teachers include history and tradition, social views about the purpose of education, accepted theories about learning, etc. This is partially because teaching is a social practice, that takes place in a specific context (time, place, culture, socio-political-economic situation etc.) and therefore is shaped by the values of that specific context. In some education systems, teachers may be responsible for student discipline.Ĭompetences and qualities required by teachers Outside of the classroom teachers may accompany students on field trips, supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills.įormal teaching tasks include preparing lessons according to agreed curricula, giving lessons, and assessing pupil progress.Ī teacher's professional duties may extend beyond formal teaching. 4.1.2 Obligation to honor students rightsĪ teacher's role may vary among cultures.2 Competences and qualities required by teachers.
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