Professional Specialism 1 Primary - Essay Example

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Professional Specialism 1 Primary

However, further studies have showed that there ought to be a positive and correlative relationship between the teacher competence and knowledge of subject (Somers and Whitmore, 2007). This is so because in the teaching situation, what the teacher actually does is not to exhibit his competence and professionalism but a core understanding of the subject being taught. A teacher may therefore fail if he has the competence and lack knowledge of subject. Some reviewers have actually said that the competence possessed by the teacher is like petrol tanker carrying petrol. The fact that the petrol tanker is carrying petrol does not guarantee that the tanker would move. The tanker would actually move only after it has had its own petrol tanker filled with petrol. In the same way, the teacher would need his competence filled with knowledge of subject to succeed.
As looked at earlier, there should be a relation between the teacher competence and knowledge of subject. Once this happens, there is a very high probability that the quality of learning experience of students will be imparted in a lot of positive ways. For instance teachers with a combination of competence and knowledge of subject will be more relaxed in handling the subjects that they teach. Once the student is assured that the teacher is handling the teaching experience with confidence, chances are that the student’s quest to learn will be aggravated (Palmer, 2002). What is more, teachers who combine competence with learning experience always know the basis and rubrics of the subject, including the best teaching methods and strategies to apply in teaching them out to students. Once teachers with the right teaching approach and method, teachers are able to grasp concepts being taught easily and their learning experience becomes enhanced. What is more, teachers with a ...Show more

Summary

In the development of a needs analysis, the ultimate aim of the teacher is to come to terms with students’ needs, wants and learning aspirations (Taylor, 2007). This is not an end process on its own because after the teacher comes to know of these needs, wants and aspirations,…
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