Учитељ

Учитељ
Учитељ у Сијера Леонеу
Занимање
Назив занимања	учитељ
Подручје рада	образовање
Опис
Поља рада	школе
Квалификације	одговарајућа учитељска школа и/ли стручни испит
Слични послови	професор, лектор

Учитељ, наставник или професор је стручна особа високих радних, образовних и етичких квалитета едукована за рад у вртићу, школи или факултету за одређен предмет. Он мора да задовољи низ специфичних захтева као што су: свесна мотивираност за звање, потпунији састав општег и стручног образовања, високе интелектуалне способности, црте личности адекватне саставу вредности у друштву, високи ниво зрелости личности, као и високи ниво личне културе.

Компетенције и квалитети које се захтевају од наставника

Teaching is a highly complex activity. This is partially because teaching is a social practice, that takes place in a specific context (time, place, culture, socio-political-economic situation etc.) and therefore is shaped by the values of that specific context. Factors that influence what is expected (or required) of teachers include history and tradition, social views about the purpose of education, accepted theories about learning, etc.

Competences

The competences required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models:

the teacher as manager of instruction;

the teacher as caring person;

the teacher as expert learner; and

the teacher as cultural and civic person.

The Organisation for Economic Co-operation and Development has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development. Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require:

Working with others

Working with knowledge, technology and information, and

Working in and with society.

Scholarly consensus is emerging that what is required of teachers can be grouped under three headings:

knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.)

craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and

dispositions (such as essential values and attitudes, beliefs and commitment).

Qualities

Enthusiasm

A teacher interacts with older students at a school in New Zealand

It has been found that teachers who showed enthusiasm towards the course materials and students can create a positive learning experience. These teachers do not teach by rote but attempt to invigorate their teaching of the course materials every day. Teachers who cover the same curriculum repeatedly may find it challenging to maintain their enthusiasm, lest their boredom with the content bore their students in turn. Enthusiastic teachers are rated higher by their students than teachers who didn't show much enthusiasm for the course materials.

A primary school teacher on a picnic with her students, Colombia, 2014

Teachers that exhibit enthusiasm are more likely to have engaged, interested and energetic students who are curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. But even while a teacher's enthusiasm has been shown to improve motivation and increase task engagement, it does not necessarily improve learning outcomes or memory for the material.

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation. Teacher enthusiasm may contribute to a classroom atmosphere of energy and enthusiasm which feeds student interest and excitement in learning the subject matter. Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment", increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. Finally, the concept of emotional contagion may also apply: students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher.

Interaction with learners

Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving themselves, whereas academic success includes the goals they receive from their superior. A teacher must guide their student in aligning their personal goals with their academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.

Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers. Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.

Teaching qualifications

In many countries, a person who wishes to become a teacher must first obtain specified professional qualifications or credentials from a university or college. These professional qualifications may include the study of pedagogy, the science of teaching. Teachers, like other professionals, may have to, or choose to, continue their education after they qualify, a process known as continuing professional development.

Professional standards

The functions of the teachers' colleges may include setting out clear standards of practice, providing for the ongoing education of teachers, investigating complaints involving members, conducting hearings into allegations of professional misconduct and taking appropriate disciplinary action and accrediting teacher education programs. In many situations teachers in publicly funded schools must be members in good standing with the college, and private schools may also require their teachers to be college members. In other areas these roles may belong to the State Board of Education, the Superintendent of Public Instruction, the State Education Agency or other governmental bodies. In still other areas Teaching Unions may be responsible for some or all of these duties.

Professional misconduct

Види још: Child abuse

Misconduct by teachers, especially sexual misconduct, has been getting increased scrutiny from the media and the courts. A study by the American Association of University Women reported that 9.6% of students in the United States claim to have received unwanted sexual attention from an adult associated with education; be they a volunteer, bus driver, teacher, administrator or other adult; sometime during their educational career.

A study in England showed a 0.3% prevalence of sexual abuse by any professional, a group that included priests, religious leaders, and case workers as well as teachers. It is important to note, however, that this British study is the only one of its kind and consisted of "a random ... probability sample of 2,869 young people between the ages of 18 and 24 in a computer-assisted study" and that the questions referred to "sexual abuse with a professional," not necessarily a teacher. It is therefore logical to conclude that information on the percentage of abuses by teachers in the United Kingdom is not explicitly available and therefore not necessarily reliable. The AAUW study, however, posed questions about fourteen types of sexual harassment and various degrees of frequency and included only abuses by teachers. "The sample was drawn from a list of 80,000 schools to create a stratified two-stage sample design of 2,065 8th to 11th grade students". Its reliability was gauged at 95% with a 4% margin of error.

Chris Keates, the general secretary of National Association of Schoolmasters Union of Women Teachers, said that teachers who have sex with pupils over the age of consent should not be placed on the sex offenders register and that prosecution for statutory rape "is a real anomaly in the law that we are concerned about." This has led to outrage from child protection and parental rights groups. Fears of being labelled a pedophile or hebephile has led to several men who enjoy teaching avoiding the profession. This has in some jurisdictions reportedly led to a shortage of male teachers.

Литература

• Bruner, J. S. (1960). The Process of Education, Cambridge, Massachusetts: Harvard University Press.
• Bruner, J. S. (1966). Toward a Theory of Instruction. Cambridge, Massachusetts: Belkapp Press.
• Bruner, J. S. (1971). The Relevance of Education. New York, NY: Norton
• Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum
• Montessori, M. (1910). Antropologia Pedagogica.
• Montessori, M. (1921). Manuale di Pedagogia Scientifica.
• Montessori, M. (1934). Psico Geométria.
• Montessori, M. (1934). Psico Aritmética.
• Piaget, J. (1926). The Language and Thought of the Child. London: Routledge & Kegan.
• Karl Rosenkranz (1848). Pedagogics as a System. Translated 1872 by Anna C. Brackett, R.P. Studley Company
• Karl Rosenkranz (1899). The philosophy of education. D. Appleton and Co.
• Vygotsky, L. (1962). Thought and Language. Cambridge, Massachusetts: MIT Press.
• Post Scriptum: From Signature Pedagogies and Transpedagogy to Author Pedagogies. In Ojeda, D. (2019) I Shall Be Several, Studies in Art Education, 60:3, 186–202, DOI: 10.1080/00393541.2019.1640513
• „Blueprint for government schools. Flagship strategy 1: Student Learning. The Principles of Learning and Teaching P-12 Background Paper” (PDF). Department of Education and Training Victoria. Архивирано из оригинала (PDF) 15. 2. 2017. г. Приступљено 12. 6. 2017. CS1 одржавање: Формат датума (веза)
• Shulman, Lee (1987). „Knowledge and Teaching: Foundations of the New Reform” (PDF). Harvard Educational Review. 15 (2): 4—14. Приступљено 12. 6. 2017. CS1 одржавање: Формат датума (веза)
• Crappell, Courtney (2019). Teaching Piano Pedagogy: A Guidebook for Training Effective Teachers (на језику: енглески). New York: Oxford University Press. стр. 160. ISBN 978-0-19-067052-8. 
• Coussée, Filip; Verschelden, Griet; Williamson, Howard (2009). The History of Youth Work in Europe: Relevance for Youth Policy Today. Strasbourg Cedex: Council of Europe. ISBN 978-92-871-7244-0. 
• Chesters, Sarah Davey (2012). The Socratic Classroom. Cham, Switzerland: Springer Science & Business Media. ISBN 978-94-6091-855-1. 
• Barnard, Henry; Pestalozzi, Johann (1859). Pestalozzi and Pestalozzianism: Life, Educational Principles, and Methods of Johann Heinrich Pestalozzi. FC Brownell. 
• Kenklies, Karsten (12. 2. 2012). „Educational Theory as Topological Rhetoric: The Concepts of Pedagogy of Johann Friedrich Herbart and Friedrich Schleiermacher”. Studies in Philosophy and Education. 31 (3): 265—273. ISSN 0039-3746. S2CID 144605837. doi:10.1007/s11217-012-9287-6. CS1 одржавање: Формат датума (веза)<
• „The New Observer” (PDF). Justinwyllie.net. Архивирано из оригинала (PDF) 2012-09-16. г. Приступљено 2012-11-12. 
• Sima Barmania (2011-10-26). „Why Paulo Freire's "Pedagogy of the Oppressed" is just as relevant today as ever”. Blogs.independent.co.uk. Архивирано из оригинала 2012-04-30. г. Приступљено 2012-11-12. 
• Compayré, Gabriel (1892). The History of Pedagogy (на језику: енглески). D.C. Heath & Company. 
• Kwak, Duck-Joo; Kato, Morimichi; Hung, Ruyu (2019-12-18). The Confucian Concept of Learning: Revisited for East Asian Humanistic Pedagogies (на језику: енглески). Routledge. ISBN 978-1-351-03836-2. 

Спољашње везе

• OECD's Education GPS, a review of education policy analysis and statistics: Teachers