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Training v Development Teacher Training is not the same as Teacher development. Teacher Training: Devised by academic management Pre-determined training course structure Addresses ‘global’ teaching issues* External evaluation Input from “experts” Unthinking acceptance of knowledge Teaching seen from ‘outside in’ Stresses professional skill Teacher Development Initiated by “self” Development through reflective process Addresses ‘local’ teaching issues* Self-evaluation Input from “participants” Personal construction of knowledge Teaching seen from ‘inside out Stresses p
When instructional coaches are initially entrusted with the responsibility of supporting the needs of teachers through a teacher-centered, student-centered, or combination of both models, they often feel like a fish out of water. Whether they transition from the role of a classroom teacher to a coach or whether they are hired from outside of the school district, they often find themselves wondering where to start on this adventure we call coaching. Instructional coaches are generally equipped with a specialized knowledge regarding a content area or several content areas, however, their knowled
In today's scenario, continuous training and development form the building blocks of successful teaching, irrespective of a teacher's experience. Therefore, professional development programs for teachers are gaining prevalence across the world. These programs are available in various forms, including teacher workshops, teacher training programs, teacher seminars and so on. However, the main objective is the same empowering teachers with new skills and knowledge in orde
Formal assessment often creates fear within the student such that it prevents them from performing at their best. Therefore, it is important for the teacher to give students practice assessment items to allow them to gain experience in doing assessment under exam conditions to ease that fear. This informal assessment helps both the teacher and student gauge how they are progressing and what they need do to prepare for the real thing. In classes with a wide range of abi
I have long been a proponent of finding alternatives to standardized tests, including the use of portfolio assessment and other authentic assessments that measure real learning and not the ability to choose the correct answer. Along this line, I had a conversation a few days ago with another educator about the concept of the bell curve and how intelligence, as it is viewed, can be a more accurate determiner of achieving proficiency.
Adapt flexible ways to train teachers on the job for improving, such as computer based training, training through video, online test assessment, etc. It saves effort and more efficient .