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Introduction to teacher professional development
Introduction to teacher professional development
Establishing and maintaining an environment for learning
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Today’s education aims to empower young generation to develop their potential as individuals and to make them responsible for decisions making for the 21st century. Today we needs youth who are flexible, innovative, and proactive –they can solve problems, make decisions, think vitally, communicate ideas effectively and work efficiently as individual as well as within groups. It is now widely accepted that young people need to have opportunities to develop personal capabilities and effective soft skills as part of their well-rounded development. The ‘knowing of knowledge’ is not enough to teach in the classroom. The power of three will offer teachers the opportunity to develop their pupils’ skills and capabilities parallel with knowledge and understanding. It is hoped that this approach will actively engage students in their learning, making the learning more relevant, enjoyable and motivational experience. Furthermore, teachers will have opportunities to develop their own skills as creative curriculum developers. The Power of Three’ concept is not to be an ultimate resource, but one which provides practical advice to teachers on various of methods which they may wish to incorporate into their daily learning and teaching process. It is hoped that teachers will find it a helpful tool in planning and creating an interesting, inspiring, challenging and focused environment for both their students and themselves.
II. WHAT DOES ‘THE POWER OF THREE’ MEAN?
The teaching has changed dramatically over the last few years. A new generation has entered teaching; a generation has different expectations than earlier generations. Many of these teachers look to teaching with enthusiasm that will enable them to assume new leadership roles without le...
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6. Hill, H., Rowan, B. & Ball, D. L. “Effects of Teachers' mathematical knowledge for teaching on student achievement.” American Educational Research Journal, 2005: 42(2), 371 - 406.
7. Kumar, Ashok. “Shifting Paradigms and Sustainable Development in Education.” Spoken and Communication Skills. Ed. Rathi. Beena and Dhuldhar. Sushil. Vital Publication: Rajasthan, 2014.
8. Shulman Lee s. “knowledge and Teaching: Foundations of The New Reform.” Harvard Educational Review, 1987: 57, 1-22.
9. Yusuf, M.O. “Information and communication education: Analyzing the Nigerian national policy for information technology.” International Education Journal Vol. 6 No. (3), 2005:316-321.
10. Zhao, Y. & Cziko, G. A. “Teacher adoption of technology: a perceptual control theory perspective.” Journal of Technology and Teacher Education, Vol. 9, No. (1), 2001: 5-30.
Wiliam, D. (2007). Keeping learning on track: classroom assessment and the regulation of learning. In: Lester FK (ed) Second handbook of mathematics teaching and learning. Information Age Publishing, Greenwich, pp 1051–1098
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
Leadership training programs allow for teachers to use their professional experience as an educator and combine it with the academic and hands on experience of being a leader by providing a comprehensive program. Leadership “…is learnable by providing real world leadership training” (Ramsey, 2006, p.xx). The training program prepares educators to be leaders and equips them with the tools necessary to be an effective leader. There is a need for an “,,,infusion ...
Rittle-Johnson, B., & Alibali, M. W. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology, 91(1), 175-189.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
I was struck by the statement from Dealing with Difficult Teachers, “when principals hire a new teacher, they should be more interested in the school becoming like the new teacher than in the new teacher becoming like the school” (Whitaker, 2015). I appreciate that Whitaker values the experiences and the enthusiasm that a new teacher brings with them. Nevertheless, at the same time, I feel it is important not for the school to become like the new teacher but for the new teacher to fit and add to the vision of the school and the team in which the teacher will be involved. Whitaker suggests looking for new teachers with leadership potential through either the interview or questions for their references (2015). New teachers begin with enthusiasm, excitement, and new ideas and some have strong leadership skills, but because they are new, they feel that they should not share their opinion. He also suggests openness with the new teachers about wanting them to share their opinions and valuing their fresh ideas
Shulman, L.S. (1986) Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), p.4-14.
As the time approached, my attitude toward student-teaching was one of confidence and in some ways overconfidence. I believed that I was equipped with all of the tools necessary to be a superior teacher. Little did I know what truly goes on behind the scenes of a teacher. Between grading papers, attending meetings, and preparing lessons, I would often feel overwhelmed. Still, student teaching would prove to be much more valuable than I anticipated. It would teach me to appreciate the wisdom of mentors and experienced teachers, value or being organized and prepared, and lastly the resilience of students.
According to Monk,1994, there does not exist a strng link between the number of courses attended by secondary school mathematics teachers and the students achievement. It has also been found by Ma(1999) that Chinese teachers having less instruction experience than American teachers, still have enough cotent knowledge of basics of mathematics and the work hard to develop their teaching strageties. Many
York-Barr, J. & K. Duke (2004) what do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research 74(3), 255-316.
The biggest challenge before a teacher is the presentation of a lesson. If a lesson presentation is effective, students can reach the goals of life by acquisition of knowledge; and if the teacher is unsuccessful in his presentation, it is impossible to achieve the educational objectives. The method of teaching is directly related to the presentation of the lesson. The method of teaching depends on the nature of the subject, and the tact of the teacher. This essay is aimed at assessing teaching methods and strategies used in schools and discuss innovations that should take place to make them more effective and learner centred. Brandes and Ginnis (1996:167) acknowledge that the movement from established well-known ground to explore new teaching strategies is a tough challenge to teachers.
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Kirova, A., & Bhargava, A. (2002). Learning to guide preschool children's mathematical understanding: A teacher's professional growth. 4 (1), Retrieved from http://ecrp.uiuc.edu/v4n1/kirova.html
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.
Mundy, M., Kupczynski, L. and Kee, R. 2012, “Teacher's Perceptions of Technology Use in the Schools”, SAGE Open, pp. 1-8, viewed 15 Jan 2014, retrieved from Sage Online Article.