Professional skills for teachers:
Becoming an effective teacher is not an easy task. In fact, it is a complex process (Rubio, 2009). Students come to school with varying abilities, aspirations, attitudes, beliefs, and cultural values, and medical and psychological conditions (Brady & Kennedy, 2010, p. 28). All students have the right to learn in a positive environment. Positive education depends on teachers’ professional skills and their willingness to invest in continuous professional development (Ewing et al., 2010). The teachers have moral and professional obligation to provide supportive learning atmosphere for all students. Teachers need to provide adequate support for individual student’s requirements and assist them to reach their own potential.
Establishing a classroom environment that is suitable for different learning styles and encouraging students to respect similarities and differences equally is absolutely imperative (McInerney & McInerney, 2006). Teachers need to ensure that all students are treated sensitively so that everyone is accepted, supported, engaged, valued and given equal opportunity and access to learning resources (Hyde et al., 2010, p. 93). This requires a multifaceted process of professional learning and reflective practices for all educators. Particularly, teachers must learn to operate professionally in order to plan, prepare and instigate methods of developing various strategies, techniques, resources, motivating and stimulating experiences that sensitively and successfully meet all the students’ learning needs (Hyde et al., 2010. p. 93).
Changes in society, the economy and technology are producing new and complex work environments that demand new skills and knowledge. Today’s contemporary communication landscape requires working in multimodal literacies (Henderson, 2012, p. 167). Students need more flexibility to complete their studies over different periods of time and in different ways. New brain research discovered that young adolescents need a variety of stimulating inputs, depth and three-dimensional learning (Coil, 2003, p. 63). “We are compelled by discoveries in the field of brain-based learning to teach differently than we used to. With the tools that the 21st century offers, we’re harnessing the power of images, audio and video in our teaching” (Lambert & Carpenter, 2005). “We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time and it is the lens through which we experience much of our world” (Warlick, n.d.). Teachers need to attain skills to incorporate high quality instructional philosophies by utilising innovative technologies.
Designing high quality student-centred learning experiences is essential for teachers to promote rigorous academic learning and support the pursuit of excellence in diverse learners (Christina & Van, 2007). These learning experiences are expected to enrich students’ intellectual capability and promote metacognitive abilities and higher order thinking skills required to thrive in the knowledge economy, and connect student work to the world outside the classroom and acknowledge recognition of difference (Queensland School Reform Longitudinal Study, 2001, as cited in Dargusch, 2013). Teachers are expected to adopt authentic pedagogical practices to provide positive education that aligns with curriculum documents, contemporary learning theories such as Social Constructivism, Cognitivism, Connectivism and neuroscience. The teachers need to continuously monitor the students’ progress and initiate alternative methods that inspire students’ autonomy and facilitate deep learning (OTEC, n.d; Atkinson, 1972; Ibe, 2009). Teachers need to focus on providing coherence, permeability, value and depth in young adolescents learning environment, and therefore, stimulate twenty-first century learning intelligences and offer fruitful learning experiences for all the students. (Plummer et al., 2010; Dargusch & Ham, 2013).
The skills and competencies relevant to the ‘knowledge economy’ are no longer passed down from one generation to the next (Hoskins & Crick, 2008). Self-regulated lifelong learning ‘meta-competence’ is crucial to adapt to the accelerating technical and cultural evolution and the formation of a global society that seeks to include increasing ethnic diversity (Clark, 2012). The teachers need to have skills to offer exciting learning opportunities for students to build confidence in themselves as learners and help them take responsibility for their own learning, so as to lay a strong foundation for lifelong learning (Brady & Kennedy, 2012, p. 5).
Furthermore, communication skills are vital for teachers. Pre-service teachers need to be able to communicate in ways that demonstrate empathy and open-mindedness as they interact and form relationships within the classroom and the wider school community (Ewing et al., 2010). Pre-service teachers need to understand both the non-verbal and verbal components of their communication to be able to face the challenges and opportunities of their chosen profession. In a technology-rich globalised society, teachers are expected to develop a broad repository of skills to allow them to use new forms of communication, be able to work in heterogeneous teams and be considerate of varying cultural norms and practices (Ayres, Sawyer and Dinham, 2004; Charles, 1999; Ewing et al., 2010).
This web site provides information for pre-service teachers to develop professional skills such as Communication skills, Information Communication Technology (ICT) competence and Designing Learning Experiences for all students to achieve magnificent learning outcomes.
The technologies and instructional design strategies explored in this web site train pre-service teachers to be effective teachers and equip students with the skills required to become self-directed life-long learners, develop global citizenship and flourish in the contemporary digital economy and further contribute to the accomplishment of “Towards Queensland smart state" vision (Toward Q2, n.d.).
References:
Atkinson, R.C. (1972). Ingredients for a theory of instruction. American Psychologist, 27, 921-931. Retrieved from
http://www.instructionaldesign.org/theories/index.html
Ayres, Sawyer, & Dinham. (2004). Are learners ready to learn. Retrieved from Central Queensland University moodle EDFE11036 Term 2 2012 week 6 study material.
Brady, L., & Kennedy, K. (2010). Curriculum construction (4th ed.). Frenches Forest, NSW, Australia: Pearson.
Brady, L., & Kennedy, K. (2012). Assessment and reporting: Celebrating student achievement. Frenchs Forest, NSW: Pearson Australia.
Charles, C.M. (1999). Building classroom discipline (6th ed.). Newyork: Longman. Retrieved from Central Queensland University moodle EDFE11036 Term 2 2012 week 4 reading material.
Christina, E., & Van, K. (2007). School and classroom practices in inclusive education in Australia. Childhood Education, 83(6), 390-394. Retrieved from Central Queensland University library.
Clark, I. (2012, January). Formative assessment: Assessment is for self-regulated learning, Educ Psychol Rev, 24, 205-249. Retrieved from CQU online library
Brady, L., & Kennedy, K. (2012). Assessment and reporting: Celebrating student achievement. Frenchs Forest, NSW: Pearson Australia.
Coil, C. (2003). Surviving the middle years: Strategies for student engagement, growth & learning. Victoria, Australia: Hawker Brownlow Education.
Dargusch, J. (2013). EDSE12013 - Senior phase pedagogy: Week 8 power point. Retrieved from Central Queensland University moodle.
Dargusch, J., & Ham, M. (2013). EDSE11006 - Middle phase pedagogy weekly lectures. Retrieved from Central Queensland University moodle.
Ewing, R., Lowrie, T., & Higgs, J. (2010). Teaching and communicating: Rethinking professional experiences. South Melbourne, Victoria, Australia: Oxford University Press.
Henderson, R. (2012). Teaching literacies in the middle years. Melbourne, Victoria, Australia: Oxford University Press.
Hoskins, B., & Crick, D. (2008). Learning to learn and civic competences: Different currencies or two sides of the same coin?. International civic and citizenship education study assessment framework. Amsterdam: IEA.
Hyde, M., Carpenter, L., & Conway, R. (2010). Diversity and inclusion in Australian schools. South Melbourne, Victoria, Australia: Oxford University Press.
Ibe, H.N. (2009, December). Metacognitive strategies on classroom participation and student achievement in senior secondary school science classrooms. Science Education International, 20(2), 25-31. Retrieved from Central Queensland University library.
Lambert, M., & Carpenter, M. (2005). Visual learning: Using images to focus attention, evoke emotions, and enrich learning. Retrieved from
http://www.internetatschools.com/Articles/Editorial/Features/Visual-Learning-Using-Images-to-Focus-Attention-Evoke-Emotions-and-Enrich-Learning-%5BAvailable-Full-Text-Free%5D-58547.aspx
McInerney, M., & McInerney, V. (2006). Educational psychology constructing learning. Retrieved from Central Queensland University course resources online.
OTEC. (n.d.). Situated learning. Retrieved from
http://otec.uoregon.edu/learning_theory.htm#Situated Learning
Plummer, F., Nyholm, M., Quince, S., & Dione, M. (2010, June). Innovative practice in middle years literacy: A New South Wales perspective on professional learning. Literacy Learning: The Middle Years, 18(2), 31-38. Retrieved from Central Queensland University.
Rubio, C.M. (2009). Effective teachers – Professional and personal skills. Viewed from
http://dialnet.unirioja.es/descarga/articulo/3282843.pdf
Toward Q2. (n.d.). Tomorrow’s Queensland. Retrieved from
http://rti.cabinet.qld.gov.au/documents/2008/sep/toward%20q2/attachments/Towards%20Q2_%20Tomorrows%20Queensland.pdf
Warlick, D. (n.d.). 10 Educational technology quotes. Retrieved from
http://teachbytes.com/2012/03/01/10-educational-technology-quotes/
Becoming an effective teacher is not an easy task. In fact, it is a complex process (Rubio, 2009). Students come to school with varying abilities, aspirations, attitudes, beliefs, and cultural values, and medical and psychological conditions (Brady & Kennedy, 2010, p. 28). All students have the right to learn in a positive environment. Positive education depends on teachers’ professional skills and their willingness to invest in continuous professional development (Ewing et al., 2010). The teachers have moral and professional obligation to provide supportive learning atmosphere for all students. Teachers need to provide adequate support for individual student’s requirements and assist them to reach their own potential.
Establishing a classroom environment that is suitable for different learning styles and encouraging students to respect similarities and differences equally is absolutely imperative (McInerney & McInerney, 2006). Teachers need to ensure that all students are treated sensitively so that everyone is accepted, supported, engaged, valued and given equal opportunity and access to learning resources (Hyde et al., 2010, p. 93). This requires a multifaceted process of professional learning and reflective practices for all educators. Particularly, teachers must learn to operate professionally in order to plan, prepare and instigate methods of developing various strategies, techniques, resources, motivating and stimulating experiences that sensitively and successfully meet all the students’ learning needs (Hyde et al., 2010. p. 93).
Changes in society, the economy and technology are producing new and complex work environments that demand new skills and knowledge. Today’s contemporary communication landscape requires working in multimodal literacies (Henderson, 2012, p. 167). Students need more flexibility to complete their studies over different periods of time and in different ways. New brain research discovered that young adolescents need a variety of stimulating inputs, depth and three-dimensional learning (Coil, 2003, p. 63). “We are compelled by discoveries in the field of brain-based learning to teach differently than we used to. With the tools that the 21st century offers, we’re harnessing the power of images, audio and video in our teaching” (Lambert & Carpenter, 2005). “We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time and it is the lens through which we experience much of our world” (Warlick, n.d.). Teachers need to attain skills to incorporate high quality instructional philosophies by utilising innovative technologies.
Designing high quality student-centred learning experiences is essential for teachers to promote rigorous academic learning and support the pursuit of excellence in diverse learners (Christina & Van, 2007). These learning experiences are expected to enrich students’ intellectual capability and promote metacognitive abilities and higher order thinking skills required to thrive in the knowledge economy, and connect student work to the world outside the classroom and acknowledge recognition of difference (Queensland School Reform Longitudinal Study, 2001, as cited in Dargusch, 2013). Teachers are expected to adopt authentic pedagogical practices to provide positive education that aligns with curriculum documents, contemporary learning theories such as Social Constructivism, Cognitivism, Connectivism and neuroscience. The teachers need to continuously monitor the students’ progress and initiate alternative methods that inspire students’ autonomy and facilitate deep learning (OTEC, n.d; Atkinson, 1972; Ibe, 2009). Teachers need to focus on providing coherence, permeability, value and depth in young adolescents learning environment, and therefore, stimulate twenty-first century learning intelligences and offer fruitful learning experiences for all the students. (Plummer et al., 2010; Dargusch & Ham, 2013).
The skills and competencies relevant to the ‘knowledge economy’ are no longer passed down from one generation to the next (Hoskins & Crick, 2008). Self-regulated lifelong learning ‘meta-competence’ is crucial to adapt to the accelerating technical and cultural evolution and the formation of a global society that seeks to include increasing ethnic diversity (Clark, 2012). The teachers need to have skills to offer exciting learning opportunities for students to build confidence in themselves as learners and help them take responsibility for their own learning, so as to lay a strong foundation for lifelong learning (Brady & Kennedy, 2012, p. 5).
Furthermore, communication skills are vital for teachers. Pre-service teachers need to be able to communicate in ways that demonstrate empathy and open-mindedness as they interact and form relationships within the classroom and the wider school community (Ewing et al., 2010). Pre-service teachers need to understand both the non-verbal and verbal components of their communication to be able to face the challenges and opportunities of their chosen profession. In a technology-rich globalised society, teachers are expected to develop a broad repository of skills to allow them to use new forms of communication, be able to work in heterogeneous teams and be considerate of varying cultural norms and practices (Ayres, Sawyer and Dinham, 2004; Charles, 1999; Ewing et al., 2010).
This web site provides information for pre-service teachers to develop professional skills such as Communication skills, Information Communication Technology (ICT) competence and Designing Learning Experiences for all students to achieve magnificent learning outcomes.
The technologies and instructional design strategies explored in this web site train pre-service teachers to be effective teachers and equip students with the skills required to become self-directed life-long learners, develop global citizenship and flourish in the contemporary digital economy and further contribute to the accomplishment of “Towards Queensland smart state" vision (Toward Q2, n.d.).
References:
Atkinson, R.C. (1972). Ingredients for a theory of instruction. American Psychologist, 27, 921-931. Retrieved from
http://www.instructionaldesign.org/theories/index.html
Ayres, Sawyer, & Dinham. (2004). Are learners ready to learn. Retrieved from Central Queensland University moodle EDFE11036 Term 2 2012 week 6 study material.
Brady, L., & Kennedy, K. (2010). Curriculum construction (4th ed.). Frenches Forest, NSW, Australia: Pearson.
Brady, L., & Kennedy, K. (2012). Assessment and reporting: Celebrating student achievement. Frenchs Forest, NSW: Pearson Australia.
Charles, C.M. (1999). Building classroom discipline (6th ed.). Newyork: Longman. Retrieved from Central Queensland University moodle EDFE11036 Term 2 2012 week 4 reading material.
Christina, E., & Van, K. (2007). School and classroom practices in inclusive education in Australia. Childhood Education, 83(6), 390-394. Retrieved from Central Queensland University library.
Clark, I. (2012, January). Formative assessment: Assessment is for self-regulated learning, Educ Psychol Rev, 24, 205-249. Retrieved from CQU online library
Brady, L., & Kennedy, K. (2012). Assessment and reporting: Celebrating student achievement. Frenchs Forest, NSW: Pearson Australia.
Coil, C. (2003). Surviving the middle years: Strategies for student engagement, growth & learning. Victoria, Australia: Hawker Brownlow Education.
Dargusch, J. (2013). EDSE12013 - Senior phase pedagogy: Week 8 power point. Retrieved from Central Queensland University moodle.
Dargusch, J., & Ham, M. (2013). EDSE11006 - Middle phase pedagogy weekly lectures. Retrieved from Central Queensland University moodle.
Ewing, R., Lowrie, T., & Higgs, J. (2010). Teaching and communicating: Rethinking professional experiences. South Melbourne, Victoria, Australia: Oxford University Press.
Henderson, R. (2012). Teaching literacies in the middle years. Melbourne, Victoria, Australia: Oxford University Press.
Hoskins, B., & Crick, D. (2008). Learning to learn and civic competences: Different currencies or two sides of the same coin?. International civic and citizenship education study assessment framework. Amsterdam: IEA.
Hyde, M., Carpenter, L., & Conway, R. (2010). Diversity and inclusion in Australian schools. South Melbourne, Victoria, Australia: Oxford University Press.
Ibe, H.N. (2009, December). Metacognitive strategies on classroom participation and student achievement in senior secondary school science classrooms. Science Education International, 20(2), 25-31. Retrieved from Central Queensland University library.
Lambert, M., & Carpenter, M. (2005). Visual learning: Using images to focus attention, evoke emotions, and enrich learning. Retrieved from
http://www.internetatschools.com/Articles/Editorial/Features/Visual-Learning-Using-Images-to-Focus-Attention-Evoke-Emotions-and-Enrich-Learning-%5BAvailable-Full-Text-Free%5D-58547.aspx
McInerney, M., & McInerney, V. (2006). Educational psychology constructing learning. Retrieved from Central Queensland University course resources online.
OTEC. (n.d.). Situated learning. Retrieved from
http://otec.uoregon.edu/learning_theory.htm#Situated Learning
Plummer, F., Nyholm, M., Quince, S., & Dione, M. (2010, June). Innovative practice in middle years literacy: A New South Wales perspective on professional learning. Literacy Learning: The Middle Years, 18(2), 31-38. Retrieved from Central Queensland University.
Rubio, C.M. (2009). Effective teachers – Professional and personal skills. Viewed from
http://dialnet.unirioja.es/descarga/articulo/3282843.pdf
Toward Q2. (n.d.). Tomorrow’s Queensland. Retrieved from
http://rti.cabinet.qld.gov.au/documents/2008/sep/toward%20q2/attachments/Towards%20Q2_%20Tomorrows%20Queensland.pdf
Warlick, D. (n.d.). 10 Educational technology quotes. Retrieved from
http://teachbytes.com/2012/03/01/10-educational-technology-quotes/