Teacher Effectiveness In A University Classroom
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Keywords
Attributes of teacher effectiveness, Brain-based learning, Building capacity in teacher candidates, Cognitive science, Constructs for effective teaching, Curriculum mapping, Instructional models, Integration, Model schools, Multiple intelligence theory, P
Abstract
A teaching professor in the Department of Teacher Education and Human Performance is charged with the responsibility of preparing candidates for the teaching profession. This responsibility is not to be taken lightly as it affects the education and school success of future children across the United States and around the world. Along with this strong sense of responsibility, comes a real and deep-seeded passion for learning. Through my informal observations of teaching professors, I see commitment and sensitivity to meeting the needs and concerns of candidates. In the process of meeting ongoing responsibilities, and the needs and concerns of candidates and others, time allocated to preparation for courses and maintaining the delicate balance between the art and science of teaching can become diminished. This awareness coupled with experience as an educator of 38 years led me to examine the critical attributes that contribute to teacher effectiveness in a university classroom. I chose to emphasize teacher effectiveness in a university classroom because of place and time in my career as an educator.