We consider teaching as a knowledge-rich profession with teachers as ‘learning Experts.’ As professionals in their respective field, teachers are expected to evaluate and process novel ideas/knowledge relevant to their profession and to regularly update their knowledge horizon toimprove their practice and to meet new challenges in teaching. By investigating the knowledge underlying effective teaching and learning, we are studying how to improve teacher’s quality. Teacher quality itself is an important factor in determining student achievement. Moreover, the main purpose for investigating teacher knowledge is to improve student outcomes.
On the other hand, to improve teacher quality, it is difficult to understand what teacher’s professionalism involves. Thus, this blog focuses on teacher knowledge as a key factor in teacher professionalism. Infact, there are two main themes underlying the study of teacher knowledge,they are improving student outcomes and teacher professionalism.
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Review of related Literature highlights that there are many features that characterize expert teachers, which include deep pedagogical content knowledge, good problem solving strategies, better understanding to deal with diverse learners, better decision making power, knowledge about perception of classroom events, more sensitivity to context, and more respect for students.
Several studies lay stress on the importance of the knowledge teacher holds, highlighting that in addition to power to assimilate academic knowledge, student teachers also need to incorporate knowledge gained from experiential and practical experiences in the classroom.
Based on Research, it can be concluded that variations in ‘opportunities to learn’ in teacher preparation are related to differences in student achievements. Teachers from countries that are top performers tend to have more opportunities to learn content, pedagogical practices and general pedagogy. While teacher knowledge is that component of teacher’s professional competence which involves knowledge. Skills, attitudes, and motivational skills also to contribute to the mastery of teaching and learning.
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