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Sunday, July 19, 2020 | History

3 edition of The professionalization of teachers and the distribution of classroom knowledge found in the catalog.

The professionalization of teachers and the distribution of classroom knowledge

Gail Paradise Kelly

The professionalization of teachers and the distribution of classroom knowledge

perspectives from colonial Vietnam

by Gail Paradise Kelly

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  • 1 Currently reading

Published by Comparative Education Center, Faculty of Educational Studies, State University of New York at Buffalo in [Buffalo] .
Written in English

    Places:
  • Vietnam
    • Subjects:
    • Education -- Vietnam -- Curricula -- History.,
    • Education and state -- Vietnam -- History.,
    • Teacher participation in curriculum planning -- Vietnam -- History.

    • Edition Notes

      StatementGail P. Kelly.
      SeriesOccasional papers series / Comparative Education Center, Faculty of Educational Studies, State University of New York at Buffalo ;, 6, Occasional papers series (State University of New York at Buffalo. Comparative Education Center) ;, no. 6.
      Classifications
      LC ClassificationsLB1564.V5 K45 1980
      The Physical Object
      Pagination43, 7 leaves ;
      Number of Pages43
      ID Numbers
      Open LibraryOL3003869M
      LC Control Number84623237

        Educational researcher John Hattie in his book “Visible Learning for Teachers," puts microteaching in his top five effects on student learning and achievement. Microteaching is a reflective process during which a lesson is viewed, by peers or by recording, to review a teacher’s performance in the classroom. Since teachers are required to be competent in practice after gaining a certain amount of knowledge, it is suggested that the required professionalism has to be maintained through additional professional development input. The nature and quality of teacher education is the subject of much concern in many countries around the world.

      areas, curriculum, and students. Professional knowledge is critical to providing students relevant learning experiences at an appropriate depth of knowledge. Adequate knowledge of content and subject matter is a pre - requisite for ALL teachers; however, successful classroom instruction is a much more complex activity. Effective teachers have a. Senior teachers deepen their knowledge by serving as mentors, adjunct faculty, co-researchers, and teacher leaders. (Darling-Hammond, ) These new programs envision the professional teacher as one who learns from teaching rather than as one who has finished learning how to teach.

      Ongoing professional development keeps teachers up-to-date on new research on how children learn, emerging technology tools for the classroom, new curriculum resources, and more. The best professional development is ongoing, experiential, collaborative, and connected to and derived from working with students and understanding their culture. Table Teachers in primary school by qualification and gender 60 Table Characteristics of participating centres 61 Table Response rate for genders 82 Table Response rate for age group 83 Table Response rate of teacher qualifications 84 Table Response rate of teacher .


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The professionalization of teachers and the distribution of classroom knowledge by Gail Paradise Kelly Download PDF EPUB FB2

The professionalization of teachers and the distribution of classroom knowledge: perspectives from colonial Vietnam. 1. The knowledge base of teaching. A great deal of educational research has aimed at developing a knowledge base of teaching and, where possible, translating it into recommendations for teacher education (Reynolds, ).This knowledge base was supposedly shared by teachers and formed the basis for their behavior (Hoyle & John, ).Until the early s, the line of reasoning in Cited by: In book: Knowledge, Expertise and the Professions, Publisher: Routledge, pp held by the majority of South African teachers, and the inequitable distribution of this, the lifeblood of.

The book provides a compelling argument for teachers to become more aware of the ethical dimensions of their profession giving illustrative examples of the types of ethical situations and dilemmas Author: Aubrey Scheopner Torres.

In the light of multiple approaches, it will be concluded that teacher professionalism means meeting certain standards in education and it is related to proficiency. © Published by Elsevier Ltd.

Keywords:Teacher professionalism, professionalization, professional characteristics of teachers Cited by:   The New Teacher Book is an outlier in that it is solely comprised of what matters most in education today.

From how to set up a classroom to what to teach inside of it, The New Teacher Book covers the questions that confound and dilemmas that paralyze new teachers from a holistic, anti-racist, student-centered perspective.

It strikes the. instead making general claims about teacher knowledge, teacher education, or policy. Second, while the work of Shulman and his colleagues was developed from extensive observation of classroom teaching, most subsequent research takes particular domains of knowledge, such as pedagogical content knowledge, as given or uses only logical arguments.

teacher is a process that takes time to master. Stronge () categorized the attributes, behaviors, and attitudes of effective teachers into six m ajor area s: prer equ isites o f effect ive t eac he rs, the teacher as a person, classroom management and organization, organizing for instruction.

The state raised standards for teacher education and licensing, initiated scholarships and forgivable loans to recruit high-need teachers into the profession (including teachers in shortage fields, those who would teach in high-need locations, and minority teachers), created a mentoring and assessment program for all beginning teachers, and.

for teacher education and professional development, setting entry standards for the profession and career progression, and introducing quality assurance mechanisms for teacher education and professional development. “Teaching Profession for the 21st Century” is a joint attempt to respond to the above challenges.

Percentage distribution of teachers in traditional public, public charter, and private elementary and secondary schools, by highest degree earned: – 1 Education specialist degrees or certificates are generally awarded for 1 year’s work beyond the master’s level. Includes certificate of. content understanding as a special kind of technical knowledge key to the profession of teaching.” iv.

One of seven categories of teacher knowledge (see Figure 1), Shulman defined pedagogical content knowledge (PCK) as “that special amalgam of content and pedagogy that is uniquely the province of teachers, their classroom management and.

Teacher Professionalization and Teacher Commitment v Acknowledgments This report was produced under the direction of the Education Surveys Program of the Surveys and Cooperative Systems Group of the National Center for Education Statistics (NCES).

Peggy Quinn and Sharon Bobbitt were the Project Officers. Daniel Kasprzyk was the Program Director. A teacher's appearance plays a role in conveying professionalism.

A male teacher should wear dress pants and a polo shirt or button-down shirt, adding a tie or jacket for special occasions. Female teachers should wear appropriate clothing for the classroom, avoiding short skirts and revealing tops. the stages of development that all teachers go through on the way to becoming expert practitioners.

Then we will explore the knowledge base of educational psychology, the subject of this book, and how it can help you in your classroom. Stages of Teacher Development At this point in your training, you probably see yourself in the role of a.

If we want teachers to remain in the profession, along with a living wage and better working conditions, mentorship is key. But sometimes a good mentor is hard to come by. A master teacher, Walraven has written a helpful book that shares applicable ways to manage the classroom, deal with parents and principals, and master time management.

Collaborating with colleagues—and the culture of trust and knowledge sharing that collaboration produces— has been linked to increased teacher effectiveness, improved student test-score gains (Kraft & Papay, ), and teacher willingness to adopt new innovations (Granovetter & Soong, ).

Critical decisions about the (a) content and structure of teacher education, (b) policies and procedures for demonstrating the quality of programs, (c) standards used in evaluating teachers, and (d) systems for assessing and certifying professional competence all depend, in part, on the way this question is answered.

Thus, the significance of understanding the issues involved in defining the. Beyond that, teachers appear to learn best from another teacher when that teacher leader considers the emotional state of the teacher-audience (including feelings of being overworked, overwhelmed, and underappreciated) and grounds theoretical presentations in concrete examples of classroom practice and student work.

A framework for thinking about teacher knowledge We now turn to the second dimension of this framework—the types of teacher knowledge necessary to plan and execute these forms of laboratory work.

The framework for categorizing teacher knowledge is based on six guidelines: 1) It is grounded in a constructivist approach to teaching and learning. To improve classroom teaching in a steady, lasting way, the teaching profession needs a knowledge base that grows and improves.

In spite of the continuing efforts of researchers, archived research knowledge has had little effect on the improvement of practice in the average classroom.

A. ability grouping  Placing students into groups based solely on their achievement on a test. academic standards  Statements that provide a clear description of the knowledge and skills students should be developing through instruction.

accommodation  A device, material, or support process that will enable a student to accomplish a task more efficiently.and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking, planning and practice with children, young people and colleagues throughout each phase of their teaching lives.” (Day,p.4) Teachers’ perceptions of what activities constitute CPD is frequently limited to attendance at.