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Quality Teacher Training Can Lead to Quality Teaching

The quality of teaching can affect the quality of education. The question is: how does a teacher ensure that he achieves quality in his classroom? This quality can be achieved through effective teacher training. By addressing quality at this level—before bad habits take root—the teacher has a much better chance of performing at their best.

A wealth of information and research supports the theory that teachers are the most important factor in the effectiveness of schools and the quality of a child’s education. To achieve a level of quality and effectiveness as a teacher, one must first understand how to acquire and practice these qualities.

The quality teacher

For years, policymakers focused on education and worked to create new programs and standards that were then handed over to teachers for implementation. This reform has now shifted to teacher education so that quality begins at the center of the classroom. While this is a remarkable step, it still involves the creation of new formulas that are then simply handed over to teachers for implementation. This process does not create quality teachers; it simply creates more pressure.

While teachers use many different methods to teach their students, equally excellent teachers do not have the same methods. Research has shown that these teachers share certain characteristics, such as the belief that all children can learn, even in different ways; the belief that teachers can be students and children can be teachers; a high level of respect for all students; high expectations for all students that vary from student to student; and a humanistic approach to classroom management.

It is true that such characteristics can be taught and even modeled in teacher education, but if teachers do not share the beliefs of excellent teachers, they are unlikely to effectively adopt these behaviors and thereby create a quality classroom. Reformers can continue to develop programs and raise expectations for teachers, but they cannot create quality where there is none.

Effective reform

Telling teachers what to do without providing them with the tools to do it will make virtually no difference. Instead, professional development programs should encourage teachers to do what they already do, highlighting why they do it. These programs should ask about their beliefs and what they use to support those beliefs; how these beliefs influence their perceptions, decisions and expectations; what values ​​are taught unconsciously; and what metaphors they use to describe their classrooms.

When such methods are used in teacher education, the facilitator can identify areas where the teacher may need guidance. Teachers can use their faith to their own detriment without realizing it. Proper guidance during training can help them reorient their thinking and how it relates to quality teaching.

The teacher’s thinking – especially in relation to beliefs – plays an important role in the general quality of the education provided by the given teacher. You cannot simply tell the teacher how to think in teacher education; nor can the teacher be given a standard without the necessary tools to achieve the goal. In order to achieve the highest quality of teaching, programs must influence the mindset of the teacher for the benefit of the students. Without this method, all others are wasted.

If you’re ready to experience the benefits of using video in the classroom, your next step is to download the free book “The 7 Biggest Mistakes Teachers Make Using Video in the Classroom” by clicking the link below.

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