What is the Improvement of Teacher Skills:

Learning to learn requires that the teacher learn to conform to the specific educational needs of the students he or she oversees. This is especially difficult to learn, especially in the context of school integration (Quebec Ministry of Education, 1999), a situation that dominates many Western countries. Teachers, therefore, find themselves in a predicament, not always trained in the first place. Teachers’ training should therefore be distributed from the beginning of their primary education to the end of their careers, which contributes to the development of their skills. This whole job study is just like performing a professional development. 

Such practices define the speech skills developed in teachers’ primary education and thus are better defined in terms of the goals that are pursued. In addition, although the research conducted so far has made it possible to improve the study experience on this subject, which is closely linked to the improvement of academic achievement, many of the measures involved in this study remain unclear (Borko). , 2004).

To better understand teachers’ achievements in terms of skills, interventions, and learning, this logical article brings together the work of European and Canadian researchers. However, before granting any of these services, it is important to know the problem with which he is actually lying.

Improvement of teacher skills: problem

The development of professional skills for teachers has been a topic found in scientific and technical-pedagogical texts as well as in the literature of various decision-making bodies or counseling organizations related to teacher education. In practice, instructors create different approaches to different topics, informal or formal, within professional or research projects.

Again with this important expectation paid to the success of the profession, both in writing and in practice, some details are in order. So what is the key involved in developing a career? What is their role in the current context of change and technology? And what benefits will they derive from doing research? The next section, therefore, deals with individual perspectives On-Site Professional Development Training, professional development in new contexts, and, last but not least, technological advancement in terms of education and research.

Skills development, training, and research

Research is one of the most effective ways of educating teachers and developing skills. In the context of this article, it plays an important role in participating in the following four areas: research training, training-based training, research-based practice training, and research teaching.

In its view entitled Research, Design and Education of the University: Speaking, which is promoted at all levels, the Superior Council for Education of Quebec (CSE, 1998) represents the formal adjustment of this expression to each of the three university circuits. Objectives related to research education are the following: Bachelor degree, ie Bachelor degree, research program; in the second phase, i.e. at the master level, the beginning of the examiner’s training; and in the third section, viz. doctorate, qualification of science work. Therefore, the Board of Higher Education, recommends that research be included in the first phase of all university programs, including teacher training. 

It reminds me of the importance of research training and the importance of research training, whether for professional or research purposes. In this way, all future educators should be assisted from the research guide.

In addition to this need for research training, a growing number of teachers are also focusing on training-based training. In Quebec, education minister focused on research in its eleven arts “participation in the development of individual skills”. Authors present the class as a field of research, creating data that research allows them to improve practices. 

They also recommend that study groups rely on conducting research training or collaborative ways to seek learning strategies. Finally, the authors found that at the end of the course, a student can access, understand and apply the resources in his or her education, including research books and databases, as well as research projects.

The success of technology and innovation

Teacher skills development is often seen as a means of bringing about change in the school community. If change sometimes incorporates new teaching materials, such as knowledge and communication skills, or academic improvement, then the knowledge of many Western countries is even more important. 

The values ​​found in the development of universal education, highlighted by Avalos (2002), reflect the magnitude of these changes: the development of systems such as content and management systems, competition as a quality indicator, equality (universal education), educator education as a continuous process and also the practice of active teaching and learning (repeated from the foundation of teaching and learning). 

Woods (2002) suggests how these changes affect learning rather than learning through a variety of terms, such as learning environment, learning organizations, and knowledge society. Considering the magnitude and speed of change that needs to be made in the school environment, Cumming and Owen (2001) argue from the Australian perspective that teachers need to develop a “culture of improvement”.

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