St. Peter’s CollegeSabayle St., Iligan City

GRADUATE STUDIES

ANIYAH A. SAIDAREDUC 267 ISSUES & TRENDS IN EDUCATION

Presented to:Prof. Ronillo J. Apas, Jr.

Teacher education refers to the policies and procedures designed to

equip prospective teachers with the knowledge, attitudes, behaviors

and skills they require to perform their tasks effectively in the

classroom, school and wider community.

Although ideally it should be conceived of, and organised as, a

seamless continuum, teacher education is often divided into these

stages Which is below

initial teacher training / education (a pre-service course before entering

the classroom as a fully responsible teacher);

induction (the process of providing training and support during the first

few years of teaching or the first year in a particular school);

teacher development or continuing professional development (CPD)

(an in-service process for practicing teachers).

Initial teacher education

Organization• In many countries Initial Teacher Education (also known as

preservice teacher training) takes place largely or exclusively in institutions of Higher Education. It may be organized according to two basic models.

• In the 'consecutive' model, a teacher first obtains a qualification in one or more subjects (often an undergraduate Bachelor's degree), and then studies for a further period to gain an additional qualification in teaching (this may take the form of a post-baccalaureate credential or Master's degree).

• In the alternative 'concurrent' model, a student simultaneously studies both one or more academic subjects, and the ways of teaching that subject, leading to a combined Bachelor's degree and teaching credential to qualify as a teacher of that subject.

Curriculum Generally, Teacher Education curricula can be broken down into four major areas:

• foundational knowledge in education-related aspects of philosophy of education, history of education, educational psychology, and sociology of education.

• skills in assessing student learning, supporting English Language learners, using technology to improve teaching and learning, and supporting students with special needs.

• content-area and methods knowledge and skills—often also including ways of teaching and assessing a specific subject, in which case this area may overlap with the first ("foundational") area.

• practice at classroom teaching or at some other form of educational practice—usually supervised and supported in some way, though not always. Practice can take the form of field observations, student teaching, or (U.S.) internship

Supervised field experiences

• field observations—include observation and limited participation within a classroom under the supervision of the classroom teacher

• student teaching—includes a number of weeks teaching in an assigned classroom under the supervision of the classroom teacher and a supervisor (e.g. from the university)

• internship—teaching candidate is supervised within his or her own classroom

Continuous Professional DevelopmentBecause the world that teachers are preparing young people to enter

is changing so rapidly, and because the teaching skills required are evolving likewise, no initial course of teacher education can be sufficient to prepare a teacher for a career of 30 or 40 years. In

addition as the student body continues to change due to demographic issues there is a continuous pressure on academics to have mastery of

their subjects but also to understand their students. Continuous Professional Development (CPD) is the process by which teachers (like other professionals) reflect upon their competencies, keep them up to

date, and develop them further.The extent to which education authorities support this process varies, as does the effectiveness of the different approaches. A growing research base suggests that to be most effective, CPD activities should:

•be spread over time•be collaborative•use active learning•be delivered to groups of teachers•include periods of practice, coaching, and follow-up•promote reflective practice•encourage experimentation, and•respond to teachers' needs

Teacher Effectiveness

To improve student learning, you do not changethe structure. You change the instructional

practices of teachers. The schools that seem to dobest are those that have a clear idea of what kind ofinstructional practice they wish to produce, and then

design a structure to go with it.”

— Richard Elmore, Harvard University

The term “teaching effectiveness” had its heyday in the 80s and early 90s

during that period when so much work on student ratings was being done.

Its connection to evaluation activities remains and even end-of-course

ratings are often thought of as measures of teaching effectiveness. Given its

continuing importance, it is a term we should regularly revisit.

Definitions for teaching effectiveness abound, which makes it difficult to

identify any one as definitive. We’ve defined it by asking those concerned

(teachers, students, and administrators) what the term means to them. Here

are some examples of how we’ve asked and what’s been answered. When

asked to list in order of importance the three most important abilities,

students, teachers, and administrators agreed on the same three —

cultivate thinking skills, stimulate interest in the subject, and motivate

students to learn — but not in the same order.

10 Qualities of an Effective Teacher

By Derrick Meador

An effective teacher loves to teach. Teachers who do not enjoy their job

cannot possibly be effective day in and day out. There are too many

discouraging factors associated with teaching that is difficult enough on a

teacher who absolutely loves what they do, much less on one who doesn’t have

the drive, passion, or enthusiasm for it.

An effective teacher demonstrates a caring attitude. Even

teachers who love their job can struggle in this area, not

because they don’t care, but because they get caught up so

much in the day to day routine of teaching that they can forget

that their students have lives outside of school. Taking the

time to get to know a student on a personal level takes a lot of

time and dedication. There is also a line that no teacher wants

to cross where their relationship becomes too personal.

An effective teacher can

relate to his or her

students. The best teachers

work hard to figure out how to

relate to each of their

students. Common interest

can be hard to find, but

exceptional teachers will find

a way to connect with their

students even if they have to

fake it

An effective teacher is willing to

think outside the box. What makes

teaching so exciting is that kids learn

differently, and we have to find and

utilize different strategies and

differentiated learning to reach every

student. What works for one student,

will not work for every student.

An effective teacher is an excellent communicator. To be

the best possible teacher you must be an effective

communicator. However, in this area you are not just limited to

being a skilled communicator to your students although that is

a must. You must also be a strong communicator with parents

of your students as well as your faculty/staff team within in

your building.

An effective teacher is proactive rather than reactive.Intense planning and organization can ultimately make your job all the more less difficult. Teachers who plan ahead, looking for aspects that they might have issues with, and proactively looking for solutions to solve those problems will have less stress on them, than those teachers who wait until a problem arises and then tries to address it.

An effective teacher strives to be better. A teacher who has grown complacent in what they do is the most ineffective kind of teacher. Any teacher who is not looking for new and better teaching strategies isn’t being an effective teacher.

An effective teacher uses a variety of media in

their lessons. Like it or not we are in the 21st century,

and this generation of students was born in the digital

age. These students have been bombarded by

technological advances unlike any other generation.

They have embraced it, and if we as teachers do not,

then we are falling behind.

An effective teacher challenges their

students. The most effective teachers, are

often the ones that many students think

are the most difficult. This is because they

challenge their students and push them

harder than the average teacher does.

These are the teachers who are often

students’ least favorite teachers at the

time, but then later on in life they are the

ones that we all remember and want to

thank, because of how well they prepared

us for life after our time with them.

An effective teacher understands the content

that they teach and knows how to explain that

content in a manner that their students

understand. There are teachers who do not know

the content well enough to effectively teach it. There

are teachers who are truly experts on the content,

but struggle to effectively explain it to their students.

The highly effective teacher both understands the

content and explains it on level. This can be a

difficult skill to accomplish, but the teachers who

can, maximize their effectiveness as a teacher.

Thank you for listening…

Aniyah Alexander Saidar-Dimakuta