1.3 Teachers as researchers and teachers as lifelong learner (4)
include the references
As researchers, teachers engage in studying education theories, practices, and student outcomes to improve their teaching methods and enhance student learning. By conducting research, teachers gain a deeper understanding of educational issues, trends, and challenges, leading to the development of evidence-based instructional strategies and interventions (Kyriacou, 2017). This enables teachers to make informed decisions about curriculum design, assessment practices, and classroom management techniques that are more effective in meeting the diverse learning needs of their students.
Furthermore, teachers as lifelong learners continuously seek opportunities for professional development and growth to stay current with the latest research and advancements in education. They participate in workshops, seminars, conferences, and online courses to enhance their knowledge, skills, and teaching abilities (Oleson & Hora, 2014). By being lifelong learners, teachers are better equipped to adapt to changing educational contexts, technologies, and student demographics, ultimately fostering a culture of continual improvement and innovation in teaching and learning.
Overall, teachers who embrace the roles of researchers and lifelong learners are better positioned to make significant contributions to the field of education, positively impact student achievement, and cultivate a culture of excellence in their schools.
References:
Kyriacou, C. (2017). Research and teacher education. In M. A. Peters (Ed.), Encyclopedia of teacher education (pp. 1-6). Singapore: Springer.
Oleson, A. K., & Hora, M. T. (2014). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices. Higher Education, 68(1), 29-45.