What Is The Main Aim Of Teacher Education?


What Is The Main Aim Of Teacher Education
The main objective of teacher education is to develop a skill to stimulate experience in the taught, under an artificially created environment, less with material resources and more by the creation of an emotional atmosphere. The teacher should develop a capacity to do, observe, infer and to generalize.
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What is the aims of teaching in education?

What are the Objectives of Teaching? – What do teachers do? Teachers have a lot of responsibilities. They have responsibilities other than conveying the concepts in the syllabus. These objectives form the foundation of the job and teachers should work every day to fulfill their objectives.

To help students acquire knowledge. The primary objective of teaching is to impart knowledge and wisdom. However, this is not limited to textbook knowledge. To shape character and behavior, As mentioned, teachers help students acquire knowledge and this is not just what is included in the syllabus. Through this process, the character is shaped and behavior is molded. Foster independence. Teachers help students to be strong and independent. One of the outcomes of effective education is independence and a strong foothold. To motivate students. Teachers have the capability to fire intrinsic motivation in their students and this will help students to be successful in life. Here are some study tips that you can give your students:

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To nurture creative thinking. Creative thinking and problem-solving skills are important life skills that are necessary to lead a successful life. To develop social skills. A teacher plays a pivotal role in the overall development of a child. Emotionally, physically and intellectually, they have to help their students cultivate skills that are good for mental and overall well-being. To assist the school / educational institution to achieve its goals is another important objective of a teacherTo involve parents in their children’s education. Teachers have to be inclusive to ensure that teaching is effective.

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What is the main point of a teacher?

Broadly speaking, the function of teachers is to help students learn by imparting knowledge to them and by setting up a situation in which students can and will learn effectively. But teachers fill a complex set of roles, which vary from one society to another and from one educational level to another.

Some of these roles are performed in the school, some in the community, Roles in the school or university Mediator of learning Disciplinarian or controller of student behaviour Parent substitute Confidant to students Judge of achievement Organizer of curriculum Bureaucrat Scholar and research specialist Member of teachers’ organization Roles in the community Public servant Surrogate of middle-class morality Expert in some area of knowledge or skills Community leader Agent of social change In those areas in which teaching has not yet become a profession, the teacher may fill fewer of these roles.

The primary-school teacher in an agricultural society, for example, will fill only the first five of the school roles and the first and possibly the second of the community roles. Some of the roles conflict; that is, the performance of one, that of disciplinarian, for example, tends to conflict with another, such as that of confidant to students, or the role of independent and creative scholar will tend to conflict with that of the bureaucrat.
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What is the meaning of teacher education?

teacher education, any of the formal programs that have been established for the preparation of teachers at the elementary- and secondary-school levels. While arrangements of one kind or another for the education of the young have existed at all times and in all societies, it is only recently that schools have emerged as distinctive institutions for this purpose on a mass scale, and teachers as a distinctive occupational category.

  1. Parents, elders, priests, and wise men have traditionally seen it as their duty to pass on their knowledge and skills to the next generation.
  2. As Aristotle put it, the surest sign of wisdom is a man’s ability to teach what he knows.
  3. Nowing, doing, teaching, and learning were for many centuries—and in some societies are still today—indistinguishable from one another.
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For the most part the induction of the young into the ways of acting, feeling, thinking, and believing that are characteristic of their society has been an informal—if serious and important—process, accomplished chiefly by means of personal contact with full-fledged adults, by sharing in common activities, and by acquiring the myths, legends, and folk beliefs of the culture,

Formal ceremonies, such as the puberty rite, marked the point at which it was assumed that a certain range of knowledge and skill had been mastered and that the individual could be admitted to full participation in tribal life. (Residual elements of such ceremonies remain in some modern arrangements; it has been seriously contended that the study of the Latin language in the Renaissance and post-Renaissance school can be interpreted as a form of puberty rite.) Even in the formally established schools of the Greek city-states and of the medieval world there was little separation between, on the one hand, the processes of organizing and setting down knowledge and, on the other, those of teaching this knowledge to others.

This does not mean, however, that prior to the 19th century little attention was given to a training in teaching methods as distinct from “subjects.” The great works of medieval scholasticism were essentially textbooks that were designed to be used for the purpose of teaching.

Today, as in the medieval world, methods of teaching and the organization of knowledge continue to be reciprocally influential. Nor are the problems that today surround the qualifications and certification of teachers wholly new. State, church, and local authorities everywhere have long recognized the importance of the teacher’s work in maintaining or establishing particular patterns of social organization and systems of belief, just as radical and reformist politicians and thinkers have looked to the schools to disseminate their particular brands of truth.

In medieval and post-Reformation Europe, for example, there was considerable concern with the qualifications and background of teachers, mainly but not entirely with reference to their religious beliefs. In 1559 Queen Elizabeth I of England issued an injunction that prohibited anyone from teaching without a license from his bishop.

The license was granted only after an examination of the applicant’s “learning and dexterity in teaching,” “sober and honest conversation,” and “right understanding of God’s true religion.” Thus the certification of teachers and concern for their character and personal qualities are by no means new issues.

What is new for most societies—European, American, African, and Asian—is the attempt to provide a substantial period of formal education for everyone and not just for the small proportion of the population who will become political, social, and religious leaders or for those few who possess surplus time and money for the purpose.

  1. Universal literacy, already achieved in most European and American and many Asian societies, has become the goal of all.
  2. In an increasing proportion of countries every child now proceeds automatically to secondary education; many remain at school until 16 or 18 years of age, and large numbers go on to some form of postsecondary education and training.

The scale and variety of educational provision that all this requires makes the supply, education, training, and certification of an adequate number of teachers a worldwide issue of education policy and practice. In developed and developing countries alike, no factor is of greater importance in relation to the quantity and quality of education; it is significant that a substantial proportion of the budget of the United Nations Educational, Scientific and Cultural Organization (UNESCO) is devoted to the improvement of teacher preparation.
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What is the full meaning of teacher?

A person who teaches or instructs, especially as a profession ; instructor.
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What is the full form of teacher?

TEACHER: Talented- Educated-Adorable-Charming-Helpful-Encouraging-Responsible. TEACHER: Tenacious-Encouraging-Amazing-Character-Harmony-Efficient-Reliable. TEACHER: Trained -Efficient-Able-Cheerful- Honest -Enthusiastic-Resourceful. TEACHER: Tolerant-Educated-Ageless- Cheerful- Helpful -Efficient -Respectful.
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What are the two types of teacher education?

Type of Teacher Education Program: In-Service Teacher Education, Pre-service Teacher Education, Orientation and Refresher Courses.
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What are the characteristics of teacher education?

It includes soft skills, counseling skills, interpersonal skills, computer skills, information retrieving and management skills and above all life long learning skills.
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What is the famous line of teacher?

30 Inspirational Quotes for Teachers – What Is The Main Aim Of Teacher Education Teaching kids to count is fine, but teaching them what counts is best. – Bob Talbert What Is The Main Aim Of Teacher Education Tell me and I forget. Teach me and I remember. Involve me and I learn. – Benjamin Franklin What Is The Main Aim Of Teacher Education Nine-tenths of education is encouragement. – Anatole France What Is The Main Aim Of Teacher Education Teachers have three loves: love of learning, love of learners, and the love of bringing the first two loves together. – Scott Hayden What Is The Main Aim Of Teacher Education Education is our passport to the future, for tomorrow belongs to the people who prepare for it today. – Malcolm X What Is The Main Aim Of Teacher Education I am not a teacher, but an awakener. – Robert Frost What Is The Main Aim Of Teacher Education The art of teaching is the art of assisting discovery. – Mark Van Doren What Is The Main Aim Of Teacher Education To teach is to learn twice over. – Joseph Joubert What Is The Main Aim Of Teacher Education A teacher affects eternity; he can never tell where his influence stops. – Henry B. Adams What Is The Main Aim Of Teacher Education Education is not the filling of a pail, but the lighting of a fire. – William Butler Yates What Is The Main Aim Of Teacher Education They may forget what you said but they will not forget how you made them feel. – Carl Buechner What Is The Main Aim Of Teacher Education All students can learn and succeed, but not in the same way and not in the same day. – William G. Spady What Is The Main Aim Of Teacher Education I like a teacher who gives you something to take home to think about besides homework. – Lily Tomlin What Is The Main Aim Of Teacher Education Technology is just a tool. In terms of getting the kids to work together and motivating them, the teacher is the most important. – Bill Gates What Is The Main Aim Of Teacher Education It’s the teacher that makes the difference, not the classroom. – Michael Morpurgo What Is The Main Aim Of Teacher Education Good teaching is one-fourth preparation and three-fourths theatre. – Gail Goldwin What Is The Main Aim Of Teacher Education Everyone who remembers his own education remembers teachers, not methods and techniques. The teacher is the heart of the educational system. – Sidney Hook What Is The Main Aim Of Teacher Education The task of the modern educator is not to cut down jungles, but to irrigate deserts. – C.S. Lewis What Is The Main Aim Of Teacher Education I touch the future. I teach. – Christa McAuliffe What Is The Main Aim Of Teacher Education I am a teacher born and bred, and I believe in the advocacy of teachers. It’s a calling. We want our students to feel impassioned and empowered. – Erin Gruwell What Is The Main Aim Of Teacher Education Teachers believe they have a gift for giving; it drives them with the same irrepressible drive that drives others to create a work of art or a market or a building. – A. Bartlett Giamatti What Is The Main Aim Of Teacher Education If you have to put someone on a pedestal, put teachers. They are society’s heroes. – Guy Kawasaki What Is The Main Aim Of Teacher Education The duties of a teacher are neither few nor small, but they elevate the mind and give energy to the character. – Dorothea Dix What Is The Main Aim Of Teacher Education To this end, the greatest asset of a school is the personality of the teacher. – John Strachan What Is The Main Aim Of Teacher Education The whole purpose of education is to turn mirrors into windows. – Sydney J. Harris What Is The Main Aim Of Teacher Education In education, technology can be a life-changer, a game changer, for kids who are both in school and out of school. – Queen Rania of Jordan What Is The Main Aim Of Teacher Education What sculpture is to a block of marble, education is to a human soul. – Joseph Addison What Is The Main Aim Of Teacher Education Education breeds confidence. Confidence breeds hope. Hope breeds peace. – Confucius What Is The Main Aim Of Teacher Education Better than a thousand days of diligent study is one day with a great teacher. – Japanese Proverb What Is The Main Aim Of Teacher Education Teachers can change lives with just the right mix of chalk and challenges. – Joyce Meyer
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Why are teachers so important?

Teachers are our nation builders—the strength of every profession in our country grows out of the knowledge and skills that teachers help to instill in our children. – And, as a nation, we must do much, much more to fully appreciate and support their work.

  • With the transition to more rigorous achievement standards and better student assessments, a focus on data to drive instruction, and the use of technology to personalize learning, teachers are carrying an incredible amount of responsibility.
  • It’s because of the teachers across the country who I’ve seen stepping up to the challenge that I am more optimistic about the state of the teaching profession than ever.

We are in the midst of a new era—one with more engaging lessons and creativity and innovation, which is bringing joy back into the classroom. For adults willing to stick with it, there simply could not be a better time to be a teacher. The state of teaching is stronger because teachers everywhere are leading from their classrooms and taking on new roles to improve education for kids.

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And we all know, when teaching is stronger, students benefit with increased engagement and achievement. A great example of teacher leadership can be found in Marshall, Michigan. Just this year, four teachers at a rural middle school who were tired of seeing their at-risk students continue to fall through the cracks, took action.

These teachers participated in a Teach to Lead Leadership Lab, where they secured partnerships with local organizations, universities and health care providers and collaborated with the community to support their students. No one told these teachers to pick up this mantle.

They took initiative by joining other teachers across the country who are engaging in Teach to Lead, a joint effort of the U.S. Department of Education and the National Board for Professional Teaching Standards to encourage authentic opportunities for teachers to lead, without having to leave the classroom or the profession they love.

To lead, these teachers didn’t have to quit their jobs or become principals. They did what teachers everywhere do. The potential payoff to students from this teacher leadership cannot be overstated. In Marshall, Michigan, the leadership team is building a community school with a healthcare clinic that will provide services to kids living in poverty.

Soon, children will arrive at school without toothaches, chronic asthma, or undiagnosed and untreated trauma. The community is stepping up so that their children can learn. There is no better resource for a school than teachers who are empowered and equipped to solve problems using their own talent and experience.

It does not take a federal initiative or a state program for teachers to solve the biggest challenges in education. Yet, for teachers to truly lead large-scale transformation, state and local systems must be willing to provide teachers both time and training to exercise leadership.

  • We, at the federal level, support and encourage their efforts.
  • I’m convinced that we must do more to encourage teachers who long to share in the responsibility of leading change in our schools.
  • Principal Jackie Corey of Lehigh Senior High School, just outside of Ft.
  • Myers, Florida, is using a federal Teacher Incentive Fund grant to cultivate the leadership of her school’s strongest teachers.

Teacher leaders at Lehigh are taking on hybrid roles, teaching for part of the day and supporting and coaching their peers when they are not teaching. What Jackie Corey did was simple and yet powerful. She recognized that she needed help to build the capacity of her teachers, so she looked for committed, talent teachers, and gave them the opportunity to lead without leaving their first loves—their students.

And results for students have been positive. Lehigh went from 11th place in the district on state tests in biology in 2012 to 4th place in 2014. In algebra, the students increased proficiency from 40 to a 62 percent during that same time period. Does the school still have work to do? Absolutely. But I am confident that with a strong principal who believes in harnessing and supporting the power of teacher leaders in her building, Lehigh will get there.

I’m also confident about the future of the teaching profession because, in so many places, education is being put back into the hands of teachers. I know that this work will take time, but it will get easier as teachers lead the change and as school leaders and others provide teachers with the time and training to equip educators as agents of change.
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What are the five types of teaching?

Home > News > How Effective are these Five Teaching Styles? 17 April 2015 | Posted by: innova Throughout the last century, traditional teaching methods have undergone significant changes; brought on by social, cultural and technological developments. In the contemporary classroom, five distinct teaching styles have emerged as the primary strategies adopted by modern teachers: The Authority Style, The Delegator Style, The Facilitator Style, The Demonstrator Style and The Hybrid Style.
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