Need of philosophy for teachers | Wandofknowledge
The teacher is the one of the fundamental aspects of the educational process. The transition from the traditional education system to the e-Learning system made some changes in the Teacher’s role. The teacher is a mentor, director and educational leader in the educational process full stop a successful teacher is the one who is able to organize the work and classroom life. Also, he creates a Desire in each student to do the work. In the concept of emotional intelligence, a person who is able to understand his emotions has the ability to understand and to control others emotions. Pursuing this further, the teacher affects the learner in both emotional and behavioral ways. He, also contributes to achieving the objective of education process which is a result of his effective role. Basically, the teacher conveys knowledge to students easily and visibility. Providing a great classroom climate helps to gain good learning outcomes. The climate that is dominated by warmth more likely to achieve most teachers objectives. It was found that there is a strong correlation between the climate during the teaching process and the learning outcomes. Obviously, it is positive correlation; as much as the climate provided was suitable, the learning outcomes were better.
The time has come to re assess the role that philosophy has to play in the education of teachers, both at the beginning of and during their careers. The currently fashionable craft conception of teaching is inadequate as a preparation for a career in teaching. Philosophy of education has an important role to play in preparing for a career in teaching.
First, it enables teachers to acquire a Grass of the conceptual field of education and an ability to find their way around the open contested views within that field, which in turn impinge upon the normative structure of particular education systems.
Second, it enables them to understand better the conceptual debate that involves the subjects that they are teaching. It also enables teachers to understand the scope and limits of empirical research in education and the relationship between that Research and conceptual issues in education. These claims are discussed with examples coma and recent government statements about standards and competencies in teaching are looked at through the perspective of a conceptually informed, career oriented profession of teaching. Reasons for the past decline of philosophy of education in teacher education and how they might be avoided in the future are also reviewed.
Third, the programs help either for free service for in-service teachers should pursue educational philosophies to insert insight into every aspect of teachers professional knowledge (PK) and every step of professional skills (PS) in the classroom. Accordingly teacher needs to know the role of philosophy in teacher education as an exam that helps teacher experience and inclusive revival of theory and practice, offers conceptual framework for participant teachers, re-evaluate the purpose of teaching and learning, clarifies educational issues and make room for research.
Fourth, besides teacher needs to closely track teacher education philosophy (TEP) presented in the programs to recognize and rectify pass ideas and practices to command the present theoretical and practical pack coma and to form New understandings and intentions regarding optimal teaching and learning.
Fifth, it is revealed that teachers should perceive not only what is to happen but also why it is to happen in the classroom through developing their ideas to connect their theoretical and practical knowledge to their teaching action.
Sixth, programs that offer thinking Strategies and problem-solving abilities, insight into tasks, and judgement over the reasons and results of the teaching and learning issues can appropriately enhance ‘knowledge that your proposal knowledge’ and ‘knowledge how or practical knowledge’ of participant teachers.
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