Sentences with phrase «knowledge teachers»

The third type of knowledge teachers need is where the action is: pedagogical content knowledge, or what teachers must know to teach specific school subjects to particular learners.

With specific content, teacher - preparation programs would know exactly what content and pedagogical knowledge teachers need.

This reduces the demand placed on the teacher as instead of trying to force feed knowledge the teacher facilitates student's learning.

Think of the prior knowledge teachers could gain about students before they began making instructional decisions!

Knowing what knowledge teachers possess in these areas, according to Zohar and Schwartzer (2005), affects what teachers will learn during professional development and what they might use in the classroom as a result of the professional development.

The rapid expansion of available technological tools has prompted scholarly discourse about how Shulman's (1987) construct of pedagogical content knowledge might be built upon to help describe the sort of knowledge teachers need for teaching with technology.

By being clear about the content knowledge teacher leaders need, program leaders can judge more effectively whether the content knowledge selection criterion can be modified, which may depend on whether such knowledge can be developed through the preparation and support program that will be provided to those who are selected.

These efforts resulted in widely disseminated instruments, numerous academic papers, and theoretical progress regarding the mathematical knowledge teachers use in their work.

One practitioner noted that, «In this most political of educational times, the more knowledge a teacher leader has in this area, the better prepared they are likely to be.»

Theory of Knowledge teacher at Sturgis Charter Public School, Christine McDowell (left), advises a senior on a 1,600 - word essay reflecting on how she knows what she knows, a requirement for earning an IB diploma.

This has the dual purpose of capitalizing on the wealth of knowledge teachers bring to the larger system and continuing to develop their teaching and leadership skills.

Section I addresses the specialized knowledge teachers should use when teaching reading, including Foundation Concepts about Oral and Written Language; Knowledge of Language Structure; Knowledge of Dyslexia and Other Learning Disorders; Administration and Interpretation of Assessments; The Principles of Structured Language Teaching; and Ethical Standards for the Profession.

A teacher especially needs to be an effective communicator and motivator, as it is irrelevant how much knowledge a teacher has if that knowledge can not be shared and conveyed to the students in an interesting and understandable way.

the amount of knowledge the teachers have is phenomenal.

Dr. Arthur Levine: I would suggest the redesign of teacher education programs to focus on the skills and knowledge teachers need to promote student achievement.

With rising interest in wellness comes responsibility to preserve the traditions and knowledge our teachers and our teachers» teachers shared with us — many of them come from ancient lineages that deserve reverence and proper acknowledgment, even if they are mysterious or unknown to you.

What is unique about National Board Certification is that it assesses not only the knowledge teachers possess but also the actual use of their skills and professional judgment in the classroom as they work to improve student learning.

Second, the networks have enough facilitation to leverage the knowledge teachers do have while providing them with support from consultants or technical assistance providers to advance their collective learning.

Unlike other family involvement typologies, this framework focuses not on actual family involvement activities carried out in schools, but on the attitudes, skills and knowledge teachers need to work effectively with parents.

The knowledge teacher gain in a CGI workshop enhances how they implement any curriculum.

Developing research informed practice is a challenge for educators not least because published educational research is rarely focused on the knowledge teachers need to improve educational outcomes.

By acknowledging strong aspects of teachers» TPACK along with weak ones, university faculty can take inventory of the knowledge teachers possess and identify viable directions to pursue in future work with them.

In my case, the lack of training and lack of knowledge his teachers and school as a whole have in how to teach a dyslexic child is of no fault of their own.