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Essay代写范文:Professional standards for British teachers 2019-03-11

今天论文代写机构Fanessay小编整理了一篇Essay代写范文--Professional standards for British teachers,本篇文章阐述的内容关于英国教师职业标准。为了提高教师的专业素质,英国政府倾向于在教师教育政策上采取更加严格的方法来培训和选拔教师。同时,在教师专业运动的推动下,人们逐渐认识到教师素质是影响学生学习质量、社会和国家发展的重要因素。因此,世界先进国家制定和完善教师专业标准作为教师培训的具体措施,并作为评价和评价教师专业发展的依据。美国甚至将教师职业标准的发展提高到国家战略水平。为了保证教师的素质,英国政府一直在加快制定国家教师专业标准,并于2007年9月正式实施了教师专业综合标准。

 

In the 1980s, the new scientific and technological revolution posed severe challenges to Britain. Education as the basis of international competitiveness has been unprecedented attention, and teachers as an important factor to ensure the quality of education has gradually attracted the attention of the government. In order to improve the professional quality of teachers, the British government tends to adopt a more rigorous approach in teacher education policy to train and select teachers. At the same time, under the promotion of teachers' professional movement, people gradually realize that teachers' quality is an important factor affecting students' learning quality, social and national development. Although people still have different understanding of what kind of quality teachers should have, this diversified understanding cannot guarantee the specialization and quality of teacher training. Therefore, the world's advanced countries to formulate and improve professional standards for teachers as a specific measure of teacher training, and as a basis for the evaluation and evaluation of teachers professional development. The United States has even raised the development of professional standards for teachers to the national strategic level. In order to ensure the quality of teachers, the British government has been accelerating the development of national teacher professional standards, and formally implemented the integrated teacher professional standards in September 2007.

 

The framework of professional standards for teachers in the UK, issued by the UK schools and training development agency in 2007, consists of five types of professional standards for teachers, namely, professional standards for qualified teachers, professional standards for ordinary teachers, professional standards for skilled teachers, professional standards for excellent teachers and professional standards for advanced skilled teachers. At the same time, the standards of each category are specified from three dimensions: professional quality, professional knowledge and understanding, and professional skills. Among them, the professional standards of qualified teachers are the basis and core of other teacher professional standards, and the other four types of teacher professional standards are improved on the basis of the professional standards of qualified teachers. Therefore, this paper takes the professional standards of qualified teachers as an example to introduce the content of the professional standards of British teachers.

 

High expectations of children and adolescents and an obligation to ensure that their full potential is realized and that a just, respectful, trusting, supportive and constructive relationship can be established with them; Have positive values, attitudes and follow high standards of behavior.

 

Maintain up-to-date knowledge of teachers' responsibilities and statutory working mechanisms, and contribute to the formation, implementation and evaluation of policies and practices relevant to their work, including those that promote equal opportunities.

 

Communicate effectively with children, teenagers and colleagues, communicate effectively with parents and nursing staff, timely convey information about students' achievements, goals, progress and health, recognize that communication is a two-way activity, encourage parents and nursing staff to participate in the discussion of children and adolescents' progress, growth and health; Recognizing and respecting the contribution of colleagues, parents and caregivers to the growth, health and achievement of children and youth; Collaborate with others in a timely manner at work.

 

Evaluate your performance and have an obligation to improve your practices through appropriate professional development; Master creative and constructive innovation methods, and be ready to revise your practice to make greater progress; Act on advice and feedback, receive training and guidance.

 

Acquire useful and up-to-date working knowledge; Understand a range of instructional, learning, and behavioral management strategies and know how to apply and implement these strategies according to specific teaching contexts, including how to personalize learning and provide opportunities for all learners to realize their potential.

 

Know the evaluation requirements of the subjects and courses taught; Understand a range of evaluation methods and their importance; Know how to use local and national statistical information to evaluate the effectiveness of their own teaching, monitor the progress of the students taught, improve the level of student achievement; Know how to use evaluation-related reports and external information resources to provide accurate and constructive feedback on learners' strengths and weaknesses, achievements, progress and growth, and improvement action plans.

 

Master reliable subject knowledge and relevant pedagogical knowledge, have a correct understanding of the subjects and courses taught, understand the contributions of the subjects and course fields taught to interdisciplinary learning and the latest development of related fields; To know and understand the relevant statutory and non-statutory curriculum and curriculum frameworks, including those provided by national policies, which define the subject/curriculum areas taught by teachers and the relevant activities appropriate to the age and ability of students.

 

Know how to use literacy, numeracy and ict skills to support your teaching and enrich your professional activities.

 

Be familiar with how children and adolescents grow, and how physical development, society, religion, race, culture and language affect the growth process, growth rate and health of learners. They know how to make effective personalized arrangements for the teaching objects, including non-native English learners, learners with special educational needs or disabled learners, and how to consider the diversity of students in practical teaching to promote equality and inclusion. Understand the responsibilities of colleagues, such as those who are responsible for learners with special educational needs, disabled learners, and learners with other individual learning needs; To understand their contribution to the learning, development and health of children and adolescents; The ability to draw on the expertise of colleagues, such as those responsible for the safety of children and adolescents, or for children and adolescents with special educational needs or disabilities; Know when to ask for information, advice and support from outside organizations.

 

To be familiar with current legal requirements, national policies and guidelines relating to the safety and health of children and adolescents; To understand local authorities' arrangements relating to the protection of children and adolescents; Good at identifying potential abuse and negligence of children and following safety procedures; To be able to identify whether the progress, development or health of children and adolescents are affected by changes and difficulties in their personal environment and to support them, and to know when to seek professional support from colleagues.

 

Make progress plans for teaching objects of different ages and abilities, design effective learning sequence of class or class series, and explain correct subject/course knowledge; To create opportunities for learners to develop their reading, computing and ict skills, as well as the ability to learn and reflect on their own stage and environment; Design, schedule, and grade homework, other assignments, and course assignments for exams in a timely manner to enable learners to continue to improve, consolidate, and expand their learning.

 

Teach challenging, structured courses and series to learners of all ages and abilities. In teaching, they need to: use a range of appropriate teaching strategies and resources, including online learning that meets learners' needs, taking into account the diversity of students and promoting equality and inclusion; Based on the learners' previous knowledge and achievement level, the learners can achieve their learning goals and make continuous progress. Forming concepts and identifying teaching steps that enable learners to apply new knowledge, understanding and skills; Use language acceptable to learners, clearly introduce new concepts and concepts, and effectively use teaching methods such as explanation, questioning, discussion and group participation; Effectively manage the learning of individuals, groups and the whole class, and appropriately adjust the teaching to meet the needs of different class stages and different learners. Teach attractive, motivational courses that are often used to raise the level of achievement of learners who have high expectations for them.

 

Effective use of a range of appropriate observation, evaluation, monitoring, and recording strategies as a basis for setting challenging learning goals and recording learners' progress and achievement levels; Provide timely, accurate and constructive feedback to learners, colleagues, parents and caregivers on learners' achievements, progress and development; Support and guide learners so that they can reflect on their learning, identify their progress, set positive development goals, and succeed in becoming independent learners; Use evaluation in teaching to diagnose learners' needs, set realistic and challenging goals for learners' further development, and make plans for future teaching.

 

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