Teacher Knowledge
Educators' instructional 'knowledge base' encompasses all necessary cognitive information needed to cultivate efficient learning-teaching settings. Scholars indicate that it is possible to study such information. But discerning the contents that make up the aforementioned knowledge base is complicated. A majority of research works distinguish procedural (i.e., 'knowing how') from declarative (i.e., 'knowing that') knowledge (two forms of knowledge defined by cognitive psychologists) and employ this as their theoretical foundation. The above strategy is appropriate since it concentrates on comprehending the link between behavior and knowledge, that is, educator instruction quality. The foremost major research into educator knowledge (Shulman, 1987) grouped educator knowledge into a total of seven groups, which included the following ideas:
generic pedagogic knowledge (cross-curricular schoolroom organization- and management- related approaches and rules) and
1. Instructional content knowledge (that assimilates particular subjects' content knowledge and the instructional knowledge needed to teach the subject).
The second group was regarded as most salient and, thus, received considerable scrutiny. By contrast, the first category of knowledge has received comparatively lesser scholarly scrutiny despite numerous researches indicating its importance in the development of quality educators. While a few generic pedagogic knowledge models integrate psychological and academic...
These elements explain the learning process's occurrence within a social setting and the reliance of its effectiveness on individual pupils' general affective and cognitive traits. Inherent in the research by Shulman and colleagues was the claim that superior quality teaching necessitates advanced professional knowledge which transcends straightforward guidelines like the duration one must wait for pupils' response (Innovations for the Next Generation of Teaching Assessments, 2011). The author writes that:
This knowledge deals with most valuable idea representation forms, the strongest likenesses, expressions, demonstrations, examples, and descriptions (i.e., the most valuable means to represent and formulate the subject in a way that is understood by others. Additionally, instructional content knowledge encompasses a grasp of what renders the understanding of particular subjects hard or easy: the notions and presumptions that pupils belonging to diverse backgrounds and age groups hold when learning the most commonly imparted lessons and subjects.
While the aforementioned examinations are underway, one can witness strong proofs of the fact that requisite mathematical knowledge to teach pupils is multidimensional. In other words, generic mathematical capability fails to comprehensively explain the skills and knowledge involved when teaching math. Authors concur with Shulman that it is vital to recognize, segregate, and assess…
I chose this student as one I would mentor using the teaching techniques. I chose scaffolding techniques of personalizing the curriculum to his specific needs, working to determine what his interests were. After speaking with him, it was apparent he had little confidence in his ability to analyze, make intelligence remarks and confided in me he was intimidated by the far more participative students in the class. It was
The ultimate goal is to increase student achievement by improving the hiring process by adding another layer of screening, namely teacher efficacy. The following aims will support the ability to achieve these goals. Aim 1: To evaluate the association between full and part time faculty regarding the characteristic of teacher efficacy. Hypothesis One: Part-time teachers sampled will report statistically lower teacher efficacy scores than will sampled full time faculty in business
Teaching philosophy is a reflective statement of a teacher's core beliefs about classroom practices, pedagogical approaches, and the purpose of education. A considered and well-articulated teaching philosophy guides instructors in creating an environment conducive to learning and student engagement (Henderson & Gornik, 2007). It is a crucial component for both novice and experienced educators, as it underpins their choices in curriculum design, teaching methods, and assessment practices. Central to a strong
Teaching Philosophy Active learning is my teaching philosophy. In active learning, students are asked to solve problems, devise and answer questions, and participate in class discussions. It is also supplemented by cooperative learning wherein students' group are made to work on projects following certain conditions that develop positive interrelationship as well as individual responsibility. Besides, I strongly belive that developing affinity with students and creating a favourable learning environment is equally
Teaching English as a Second Language in Middle School The teaching of ESL (English as a second language as countered to as a language that is foreign) has usually been a specialized activity that is experienced by, if not preserved for, individuals that are conventionally mentioned to as native speakers that are native English. Since there are now a lot more nonnative language ESL teachers than there were before, the area
Convergent questions seek one or more very specific correct answers, while divergent questions seek a wide variety of correct answers. Convergent questions apply to Bloom's lower levels of Knowledge, Comprehension, and Application and may include questions like "Define nutrition," "Explain the concept of investing," and "Solve for the value of X." Divergent questions apply to Bloom's higher levels of Analysis, Synthesis, and Evaluation; are generally open-ended; and foster student-centered discussion,