Many teachers merely teach the curriculum possessing no outside knowledge of the subject. As they rarely research they don't need to perhaps, but does that mean that they are therefore intellectually limited?
Should teachers themselves be further taught?
I believe in Life Long Learning. I also feel faculty must remain current in their discipline. It is also hard for me to understand how an individual, with little or no experience in the practical side of their discipline can effectively connect with their students.
Dear knowledge of curriculum is necessary for a teacher but in today environment more knowledge is required as the knowledge industry is increasing rapidly and the students asks the questions outside the curriculum especially in technology is on the way challenge the teacher to be updated in some fields like computer you have to study continuously despite the teacher has to guide the students as they are the nation builders
Dear Stanley,
I want to share this paper with you. It is about a teacher's personal and professional identity.
Warm regards,
Gustavo.
https://nsuworks.nova.edu/tqr/vol22/iss6/14/
Hi Stanley,
it is a very large generalisation to assert that many teachers possess "no outside knowledge of the subject" they teach, almost as much as to say teachers only rarely engage in research. What data do you base your assertion on? As a teacher (and researcher), I can assure you that over nearly 30 years of working in primary, secondary and tertiary education, I have rarely met a colleague who is NOT a life-long learner, continually developing their knowledge and expertise both in their subject area and around pedagogy. Much has been written, from every imaginable ideological angle, about the continuing education/professional development of teachers. If you would like sources, pm me - or google.
Kind regards, Stefanie
40 years of working in primary and tertiary education, Kai-Stefanie-running colleges, working in universities, etc.
You see this as an attack on your profession, but it is not. I am more concerned about government's understanding of teaching, and thereby a number of people who become teachers. If you research than you are one of the few. See my page if you desire further clarification.
Continuous professional development of the subject area is necessary as the advancement in technology has impacted every subject area, so one must keep abreast of these technological changes within disciplines in order to prepare students for the world of work.
Best regards,
Debra
Every teacher needs CPD - but there are some differences in needs between teachers of humanities, science, teachers in general or vocational education. Improving knowledge in subject matter area has to be complemented by up-to-date knowledge and competencies in the areas of psychology , neuropsychology of learning, new methods and approaches, some critical sociological considerations (like impact of technology). Only more and more knowledge in subject matter is not enough .
Yes, definitely, teachers need to have vast and eagle eye view on the world so that they could deliver knowledge in relevance to the needs of the society. If they are limited to the curriculum, their lessons will be limited and students may not see the applicability of the knowledge gained in real life situation.
In the UK those who teach GCSE and A level seem to keep within the curriculum and do not veer beyond, teaching what is agreed within the curriculum.
This applies also to Edexcel courses at a higher level. The reason is these courses concern the student passing, rather than an emphasis on learning.
The answer depends on your definition of the concept "curriculum" If we agree that curriculum is all the activities inside or outside school to help student i to achieve predetermined goals it simply includes all the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. I think, teachers do need knowledge, experiences and situations from outside the textbooks
Curriculum means a set of learning tasks and outcmes within an academic setting
In criminal justice education, there is a huge argument over those with only theoretical knowledge and those faculty who have actually worked in the system (known as practioners or prac-academics). As a practioner of over 30 years law enforcement experience before I became a professor, I often have very different views of things than my more theoretical minded faculty at my university. Even though we all have our doctorates, our paradigms of particular issues in criminal justice vary widely.
Absolutely! It is an absolute must that teachers stay on the cutting edge. This generation of students are born into the "technological age," if we do not stay abreast, and learn better ways of engaging our students, by researching information beyond our curriculum - (i.e. outside of our classrooms) I think it will be a disservice to our students.
Of course. It is not only about the knowledge enclaved in the curriculum. Teachers must always act as curious cats, finding new ways (knowledge) of enhancing the dictates of the curriculum with the stream of time and the ever-changing makeup of learners.
That is why the comments of colleagues are really inspiring (highlightening the need for technological knowledge, up-to-speed with the dynamics in the content knowledge, dynamics in improving the nature of learners via neuropsychology, sociology and philosophical foundations in teaching).
To effect maximize learning outcomes (expected change of behavior in learners), the 21 century teacher must always act the curious cats!
Gregg, your experiences are of immense value here. Why not get into curriculum creation yourself and thereby improve on what is taught?
As a physics professor, some of the most enriching experiences I have had came from our Light, Sound, and Perception course committee as we in-serviced each other preparing to teach the course. Perhaps it is the course, but learning the psychology of perception and persuasion, and the biology of detecting and processing light and sound have enriched my physics courses, and modeled an attitude about learning broadly for my students. I highly recommend any such an experience you can find.
When they asked us to create the course, initially each of us grumbled, "We already have a course in our departments that does this. Why do we need to make another?" The truth of the matter is that while we did, in terms of changing student's lives, each was merely a shadow of what we do now in this cross- or interdisciplinary course.
You need to keep learning, reading widely in the curriculum area and way beyond it to discover its application in the world and where its content may need modification (e.g. old, not used, changed (21st Century values).As well, read widely in areas of your students' cultural heritage-fascinating stuff and lots of new writers. Above all read all sorts of media. Your students are. I spend one hour a day exploring something new to me- it is refreshing!.
Having knowledge of things outside of the curriculum is vital to being a good teacher, as having that knowledge allows you to connect the wider world and what is going on in it to the curriculum and how that applies to the lives of the students. It also makes what is typically a dry content heavy curriculum interesting by inserting interesting facts or providing the class with a real world problem to discuss and problem solve. If a teacher is connected to the wider world they are better equipped to assist their students with engaging in the wider world.
Raymond,
I agree that richer context for your own discipline is very powerful. I think that it is a mistake if we don't connect our discipline far and wide where ever it naturally connects. It is best if all truth is connected into one whole.
In physics, at least, we commonly see students view the science as disjointed facts that rarely interact, rather than a whole conceptual landscape to learn to navigate.
Stanley, I have used my field experience to create new courses for our curriculum such as Hate Crimes, Assassination: A History of Political Murder, and American Jails. I have also extensively updated curriculum in courses such as Policing, Investigations, Homicide Investigations, and Organized Crime. The filed experience allows me to add real life cases to the material being studied. I also bring in currently serving law enforcement officers to talk about new techniques or cases that they have worked. It brings in realism to the classroom.
Great to hear that
I have done university courses-one on AIDS and another on Globalisation
I forgot to list my main achievement in this area, and that is a course on mental health that became part of a Health degree at a local university. Originally I had created them for the teaching sections of mental hospitals.
I believe in Life Long Learning. I also feel faculty must remain current in their discipline. It is also hard for me to understand how an individual, with little or no experience in the practical side of their discipline can effectively connect with their students.
Leisa,
Although I agree with you, that this is fundamental to teaching, i am also aware of many times when knowing more than the curriculum makes additional knowledge immediately redundant-at least for students who merely wish to pass and for teachers who merely wish to enable them.
It is very important for teachers to familiar and experience in their subjects. This matter is no doubt will increase the teacher confidence.
I first taught maths and science to 1st year high school pupils in Northern Uganda in 1961, I last taught development studies and extension to postgrads in an agricultural university in SW England in 2016, and might yet teach again. I could not have taught PGs in 1961, and I might well struggle to teach 1st year high school today. In 1961 I was utterly focused on 'the knowing' of what I had to teach tomorrow, for that was all I had in my kit bag! Age and experience are irreplaceable elements, nowadays I can offer decades of experience, the 'how it works in practice' as well as 'the facts in the book'. Be kind to younger teachers, we were all there once, and we had to hang on to the rails, the bare facts. Nevertheless, there has been a steady drift towards highly prescriptive teaching, exam passes, as economies have become increasingly knowledge based and governments are vilified if results of country A slip behind those of country Z!
I write as someone who: started teaching in a high school in northern Uganda in 1961; taught in a primary school in Kenya; trained as a teacher in England; served in East Pakistan for British Council in 1969-1971; taught in 3 Scottish secondary schools (1971-1992); worked on secondment to the Scottish government as national development officer for mentoring (1992-1996); worked for one year in Whitehall (London) as a civil servant on School-Centred initial Teacher Training (SCITT). I have given assistance over several years (2001-2013) to a new university in Vietnam, helping them to develop curricula in rural development and crop science (An Giang University), also a short consultancy on teacher education at Can Tho University (2014). I also occasionally teach aspects of tropical agriculture and development studies to postgraduate students at the Royal Agricultural University, Cirencester, England.
I found university courses the same and I walked out of some in disgust. I saw courses treated by students and staff as means to an end, good careers, even in politics.
But maybe our ideals, Noori, are out of touch in a world that employs higher education as a competition between people, groups and faculties?
I instruct in the field of criminal justice and homeland security. I feel it is very important of bring to the classroom a balance of knowledge and practical experience. To me, a faculty member that understands the dynamics behind their discipline especially where employment in their field is an element of their instruction, should have a commitment to life long learning and strive to stay on top of changes in their field.
In my experience, if the academic credentials are reasonably equal, instructors with professional experience, have an edge over those without experience relating the material to the student learner.
Great observations Leisa. I agree fully. Experience counts, if you can relate that experience tot he target population for instruction.
OK, do any psychologists, which can be technical at times, feel the same. When I teach psychology I often find it hard to relate the material-in part because I doubt the veracity of the material. My experience of life rebels against my academic learning.
Absolutely. In the field of Criminal Justice it is important to be able to teach the information but also be able to apply it to the outside world. This is to include all areas of discipline. By doing such, a teacher is able to be more relatable to students and present the information to them in ways that will help to comprehend the material better.
Great point, Leisa, I could not agree more. Excellent observations indeed.
Any study/field is endless, so every techer should keep on improving by studying consistently. Thereby a teacher could be able to perform his duties for which he is respected.
Absolutely. This is one reason I joined RG. It provide a window into specialities beyond my own.
Sure!! because u can only become an all round teacher you move beyond your scope.
It is certain that teachers need knowledge and a lot of knowledge and information, often a profession such as education requires those who work to have a sufficient and adequate amount of public culture and knowledge and this is reflected positively on his career
regards
Depends what levels you are teaching and experiences. Some here have detailed lengthy experience in the public sector-
It depends on the behavior of the teacher or of the relationship between the teacher and the students, also the style of the academic lecture is decisive. Practical examples in theoretical talks show the level of personal experience of the docent, but also the readiness to comment a scientific lecture with some personal remarks.
I have acquired enough knowledge reading all these discussions. Thanks to all the contributors.
Learning is a endless process. Teachers should have knowledge outside the curriculum and should share the latest updates in the particular subject he teaches with the students about.
What about teachers having knowledge in other disciplines? I am often utilised to teach, because of my knowledge in these subjects, science, history, English, psychology, literature, art, and a number more. What of you?
Based on own experience as a teacher in elementary, high school and universities. Teachers should update themselves and investigate about the subjects they teach. can be formed cloisters of aid so that all participate and they are updated in each subject. Not in the same way at all levels of formal education. Also by personal initiative or own of each teacher should seek to update their knowledge and teaching methodologies. We must not wait for the institutions to demand that they do so.
I think a knowledge of curriculum is necessary for a teacher.
regards
You need a wide knowledge beyond the curriculum in order to throw light on the curriculum? Clarify where necessary.
In some countries there is a legal system either for public or private educacional system that makes a career progress in wages and time of service for teachers. They compulsory have to make professional updates courses.
About the personal decision of a teacher it depends in his character - if just wait to come the salary in the end of the month and just work the necessary or if he/her likes and have interest about its profession.
Yes, teachers need knowledge outside the curriculum. A good teacher must read wide to have general knowledge on issues to enhance his professional development.
Of course, teachers should have broader knowledge about the surrounding world. Some aspects may shed new light on the problems included in their curriculum.
Interested questions should be used and the students should be asked to supply their personal experience.
It is very easy for us to compartmentalize subjects, projects, -even behaviors. But I believe that we harm students when we feed this behavior, or model it.
It is an interesting reality that, all truth can be circumscribed into one whole. At least that expectation is one of the things which drives the sciences and many other disciplines.
More than that, it organizes and orders our understanding.
In physics we even have a name for a version of this. Where quantum physics (view of the microscopic world) overlaps the Newtonian world (the visible-scale description) they coined the term The Correspondence Principle to explain that both views should make the same predictions.
But students do not come with this expectation naturally.
Therefore, I think it is dangerous for us to model that it is OK to just stay in your own disciplinary silo.
Absolutely; especially in technological areas given that technology changes quickly. By keeping up with current knowledge, individuals may better ensure that their skills don't erode and that they don't stagnate....
I agree with all answers above.
If the teacher has no broad knowledge around the subject and depends totally on the curriculum there is high risk.
The role of the curriculum is not solely to be knowledge resource to replace teachers.
Moreover the curriculum may change and the teachers need to know how to adapt themselves to new curricula and demands.
Certainly this is a wide topic to discuss
Marsh, C. J. (2009). Key concepts for understanding curriculum. Routledge.
Stereotyped teaching limited by the curriculum yields minimal learning outcomes as it fails to address the needs of the fast changing socio-economic development globally. The content knowledge of subjects need constant revision which a good teacher acquires through diligent research and constant reading of current studies in the field. I side with your proposition that teachers must often look beyond the often limited curriculum content to abreast learners with current and up-to-date information on the various topics taught in a subject.
teaching subjects should be related to the concerned industry of the country
Definitely, teachers should have depth knowledge in his/her subject and beyond the curriculum to satisfy the query of students and increase the interest of students in the subject!
Cultural aspect should be consider during designing the curriculum
Dear Dicknson Adom, The answer of this question upon my modest experience is yes, and i believed that they were necessary need to it because, knowledge is significant for many purposes and not for the teaching only. Best regards, Naseer Almukhtar
Research work activities of the lecturer will support class teaching and learning process
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