Hi Dorner,

Thanks for starting this thread.

I'm a bit of a cynic of teacher education and the type of learning that teachers are able to do, and then able to apply within their contexts, so from that point of view, I would look at how the modern teacher is probably not so different from the teachers of the 1950s, 60s, 70s, 80s, 90s ...  

I think most teachers of today probably 'teach the way we were taught', and 'focus on form and correctness', as teachers of 50 years ago probably did.

This is mainly due to the value placed on teacher education and teacher learning. Most teacher education happens in decontextualised settings, and follow the model of the industrial era, in which a student goes into a course, undergoes some 'training', and then emerges as a qualified teacher. Generally this teacher will be placed in the mediocre to bad classes, with little to no support by teachers who've already taught in those classes, and be told to use the resources allocated to them - resources that often contradict what the teacher learned during modern coursework. Often these teachers are under high pressure, and given lots of classes, with little reflection time, and little and usually no time for professional discourse with other teachers. Most teaching contexts are run entirely by administrators who usually care very little for, and have little understanding about teacher learning. In the absence of professional discourse opportunities, ie, cognitive coaching, peer mentoring, and the like, modern teachers go into a survival mode, which disavows them the opportunity to apply any of 'the latest ideas in teaching'; and under scrutiny, most of these teachers will eventually display the characteristics above which place them in the same model as teachers of premodern eras ... 

In answer to your question, that's the angle I would initially take in my research, and it would serve as part of a backdrop to profiling those unusual cases where some sort of 'teacher apprenticing' might happen, or in those unusual schools in which teachers plan as teams, and solve their curriculum and class problems together, as teams, ie: where teachers meet to discuss education and students, not to solve endless administrivia. You wouldn't happen to know of such schools would you?

cheers,

Lance 

Hi Lance, I am trying to think of a school that fits your description :) may I ask you from where you are because in Hungary where I am from we too often face the same problems linked to the above described scenario. Actually, a huge change in teacher training programs is taking place (toghether with the BA/MA training structure) in my country with the intention to get more in-practice training and more subject-related methodology classes for the future trainees. However, it takes time until these new programs will be launched and the first generation of the new era will start teaching...but let's hope for the best! Helga

Hi All,

  Modern teacher  is:

 1.proactive

2.who knows his/her speciality

3.who knows methods of teaching 

4.who is armed with all types of methodology of teaching ,who  is familiar with critical thinking, interactive methods of teaching, learner-centred, who can synhesize huge materials in order to give the "rational seed" to learnes, who knows cognition of learners , who knows how to develop learner's autonomy thinking ...

Hello Fazira, welcome and thanks for your contribution. Can you tell us a bit about yourself? Does the numbering reflect the level of importance as regards the qualities of modern teacher? Helga

Hi Dorner and others here,

those programs sound hopeful for you. 

my question about a school like that was a bit tongue in cheek. Those sorts of places are very very rare, and to find one takes enormous good luck!

Fazira, I think those qualities are too positive to be realistic for the 'modern' teacher. In reality, many teachers try to aim for those qualities, but then administration, agendas, context constraints, low salaries, poor resources, poor training, and probably a host of other factors, all produce modern teachers to be fairly simplistic in their approach to teaching ... "It's just a job ... that allows me some time to spend with my family" ... I think is a much more realistic view of modern teachers. 

cheers,

Lance

Hi Dorner and Lance,

Lance, if you say that those enumarated qualities are idealistic I agree with you also.

I enumarated these trends because I really hope that they are more resultitive approaches ,

which I try to use at my lessons. All of  us  use them sometimes without knowing names of them

because they are included in all approaches in integrated forms and they are basis of teaching process.

I think  I said nothing new ,all those are used .

Lance , you are right by saying about low  salary , low status in society..., but at the same time

 those  who are sitting in front of us they come with hope that we educate them.... 

I love that last line in your last post Fazira.I'll have it in mind all next week ... :)

thanks,

Lance

Hello everbody, I have tried to follwo the conversations. Can we come up with a list of priorities as regards researching the "modern teacher"? Helga

I am a new member. I will write later.

'Modern Teacher' needs to be defined

Who are we talking about here? I think the following make a reasonable start towards such a definition:

Length of time teaching
Year of graduation
Highest degree attained, and from which institution
Attitude towards Learning about teaching
Length of time left in teaching before retiring or changing career

Does it help to pursue this angle in identifying priorities as per Dorner's suggestion?

cheers,

Lance

Hello Helga:

     I would add the change in the teaching context to the list.  A friend of mine teaches more courses online than in a brick and mortar classroom.

Dan Jenkins (Foreign Expert, English Department, China University of Mining and Technology, Beijing, China)