Concepts and Implications of Quality Teaching: A Comparative Study » książka
Concepts and Implications of Quality Teaching: A Comparative Study
ISBN-13: 9783639666151 / Angielski / Miękka / 2014 / 344 str.
In education, my belief has been always, and it will be always "we teach to learn and we learn to teach." I believe that the education process is about building individuals' knowledge, skills and attitudes in appropriate ways for appropriate contexts. On the one hand, there are students coming to the classroom with a range of experiences, knowledge and socio-economic backgrounds. On the other hand, teachers come to the classroom with their own experiences, knowledge, qualifications and professional training, not to mention their emotional make-up, their degree of inspiration and aspiration, and their vision of successful schooling. Therefore, for both teachers and students together to produce meaningful knowledge, skills and attitudes, they, in a sense, have to share teaching and learning roles and activities so that the teacher can act as a facilitator and guide, while the student can be a constructor of their own knowledge, skills and attitudes while becoming ultimately their own facilitator and guide. For this process to be successful, contextual factors have to be understood and catered for by participants, either by enabling or constraining their influence.
In education, my belief has been always, and it will be always "we teach to learn and we learn to teach". I believe that the education process is about building individuals knowledge, skills and attitudes in appropriate ways for appropriate contexts. On the one hand, there are students coming to the classroom with a range of experiences, knowledge and socio-economic backgrounds. On the other hand, teachers come to the classroom with their own experiences, knowledge, qualifications and professional training, not to mention their emotional make-up, their degree of inspiration and aspiration, and their vision of successful schooling. Therefore, for both teachers and students together to produce meaningful knowledge, skills and attitudes, they, in a sense, have to share teaching and learning roles and activities so that the teacher can act as a facilitator and guide, while the student can be a constructor of their own knowledge, skills and attitudes while becoming ultimately their own facilitator and guide. For this process to be successful, contextual factors have to be understood and catered for by participants, either by enabling or constraining their influence.
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