Posts Tagged Teacher Training
Quality in College Teaching
Introduction
All of the same principles of brain-friendly teaching apply to teaching college students and other adults as much as they apply to K-12 students. However, for years, the problem of NOT observing the principles had been more pervasive in some colleges than in others. Too frequently, there has been an emphasis on just lecturing and even on use of unqualified teaching assistants in a number of college programs. Fortunately, a growing number of colleges and universities are now beginning to focus very strongly on the quality of teaching. This article is intended to assist in that focusing.
Questions on Quality
Consider the difference between a “yes” answer or a “no” answer to each of the questions for a professor who teaches in a college or university: Read the rest of this entry »
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An Introduction To Teaching
A good teacher can open the windows of the mind. Some of the greatest people in the word attribute their success to their teachers. In China, Confucius is revered as the ideal teacher.
A teacher is someone who imparts education to students or pupils. As they teach a subject according to a lesson plan, they also improve the student’s learning and thinking skills. Teachers are trained in pedagogy, or the science and art of teaching. This system stresses systematized learning or instruction, giving the aims, principles, and methods of teaching.
University instructors are usually educated in universities or colleges. They have a university degree, which allows them to teach. A school teacher must to be certified by a government body before he can teach.
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Online Education in Developing Countries
What we see up-and-coming is a society of Open and Distance Learning Institutions with a strong association among themselves. Sometimes this collaboration involves the exchange of course materials, and some form of cross licensing and credit transfer. The delivery is becoming increasingly electronic, and we should now view these educational systems as information technology systems.
Will these developments serve the interests of developing countries? There is clearly much need for caution. We need to moderate the developments reported above with concerns for access to the education both in terms of the students’ own prior knowledge and cultural perspectives, and in terms of access to the technology through which to access the education. We also need to be concerned about the impact upon the local culture that may be matte by imported materials and the developed world’s culture that these embody.
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