What is expected of a teacher

Teachers today have a challenging and multifaceted role. Teaching is about much more than the transmission of information to the learner. Teaching encompasses the complex tasks of planning, preparing and delivering a learning programme and assessing whether students have achieved the expected learning outcomes. Students learn all of the time. It is a natural activity. The job of a teacher is to facilitate this by working with the students to:

An analogy, in some respects, is the travel agent who, with special knowledge in an area, provides clients with information according to their specific requirements, assists them to explore the range of options that match their needs, arranges the necessary transport and accommodation, and advises on a programme of activities at their destination.

To support the student’s learning, the good teacher must have in addition to the necessary subject knowledge, technical skills required for lecturing, facilitating small group discussions, providing feedback, and assessing the student’s competence. To do their job effectively and efficiently teachers should have a basic understanding of the educational principles involved. They should also demonstrate the necessary attitudes and professionalism for the job. Here lies a problem. Staff development programmes and texts on the subject frequently address only the technical competencies, or alternatively focus on the educational theory, which may be seen by the practising teacher as of little relevance. The concept of professionalism and attitudes to teaching are largely ignored. It is now recognised that the effective teacher requires a combination of technical competence, an appropriate approach to their teaching, and professionalism in their work as a teacher (Fig. 1.1). These are described in more detail in the chapters that follow.

Fig 1.1 The competencies and attributes expected of an effective teacher.

The multiplication symbol has been used in the equation in Figure 1.1 rather than the addition symbol. The implication is that a demonstration of technical competence, no matter how good, on its own is not sufficient. A zero score for the approach to teaching or for professionalism will result in a total score for the rating of the teacher of zero.

Teaching is both an art and a science. Some teachers are instinctively good teachers but others may not be so. The reassuring fact, however, is that the art and science of teaching can be learned. The experienced teacher can develop further their teaching instinct and the new teacher can be helped to acquire this instinct and the necessary competencies, attitudes and professionalism.

What is required of a good teacher will vary to some extent depending on the subject being taught, and in which part of the world the teaching is taking place. There are however certain principles, approaches and views of teaching that are common to the different contexts. We highlight these in this book. It can be argued that the similarities are greater than any differences.

Technical competencies

Eight core areas of technical task-orientated competencies for a teacher are described in Figure 1.1.