1.1. Can Good Teaching Be Taught
1.1. Can Good Teaching Be Taught
1.1. Can Good Teaching Be Taught
INTRODUCTION
TO PSYCHOLOGY OF EDUCATION
SCHOOL VARIABLES: - -
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CLASSROOM VARIABLES:
INPUT -
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Teacher's variables: -
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- Learning PROCESS: OUTPUT variables:
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Students´ variables:
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- EVALUATION
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DO TEACHERS MAKE A DIFERENCE?
Some researches reported findings suggesting that wealth and social status,
not teaching, were the major factors determining who learned in schools -
They followed all the children who entered kindergarten one year in a small school district and
continued in that district through the 8th grade.
The researchers concluded that the quality of the teacher-student relationship in kindergarten
(defined in terms of level of conflict with the child, the child’s dependency on the teacher, and the
teacher’s affection for the child) predicted a number of academic and behavioural outcomes
through the 8th grade, particularly for students with high levels of behaviour problems.
Even when the gender, ethnicity, cognitive ability, and behaviour ratings of the student were
accounted for, the relationship with the teacher still predicted aspects of school success. Students
with significant behaviour problems in the early years are less likely to have problems later in school
if their teachers are sensitive to their needs and provide frequent, consistent feedback.
In a recent study that followed children from four and a half years thought 5th grade, Pianta and his
colleagues found that the emotional warmth of the teacher-child interactions and the teacher's
skill in recognizing and responding to children's needs consistently predicted the child's growth in
reading and mathematics
BUT TEACHERS ARE NOT EVERYTHING…
Psychology of Education should also care about ecological variables which influence
learning, development and academic achievement of students
but also organizational and process variables involved in the teaching-learning process
WHAT CHARACTERIZES GOOD TEACHING?
WHAT CHARACTERIZES GOOD TEACHING?
Teachers must have knowledge about the subject they teach
They must be able to use a range of organized strategies, and they must also be able to invent
new strategies (creativity)
They must have some basic research-based routines for managing classes, but they must also
be willing and able to break from the routine when the situation calls for change (flexibility)
They must know the research on student development, patterns common to particular ages,
culture, social class and gender
Good teachers are emotionally committed to their students
They must deal with a wide range of student abilities, and challenges (different languages,
different home situations, and different abilities and disabilities)
They must adapt instruction and assessment to students´ needs
The have to take care of the emotional needs of their students, propping up self-esteem and
encouraging responsibility
They carefully plan and teach the basic procedures for living and learning
They reflect about their work: think back over situations to analyse what they did and why and
to consider how they might improve learning for their students
TEACHER´S EPISTEMOLOGY
“Attitudes or beliefs about the nature of knowledge and the teaching-learning process”
What is learning?
How do children learn?
What is the best way of teaching?
What is the “main character” in this process?...
These kind of attitudes and beliefs may influence (in an open or subtle way) how do we
face teaching and how we behave, feel or think while we teach
These beliefs might be explicit and conscious, but sometimes they are subtle and we are
not even aware of them (implicit knowledge)
In some situations, teachers do not act in a congruent way with their beliefs… Why is
that? Can you think about any example of this?
TEACHER´S EPISTEMOLOGY
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Learner-Centered Beliefs about Learners,
Learning, & Teaching
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Nonlearner-Centered Beliefs about
Learners
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Nonlearner-Centered Beliefs about
Learning & Teaching