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Co-teaching or team teaching is the division of labor between educators to plan, organize, instruct and make assessments on the same group of students, generally in the a common classroom, [1] and often with a strong focus on those teaching as a team complementing one another's particular skills or other strengths. [2]
A colleague is an associate in a profession or in a civil or ecclesiastical office. In a narrower sense, members of the faculty of a university or college are each other's "colleagues". Sociologists of organizations use the word 'collegiality' in a technical sense, to create a contrast with the concept of bureaucracy.
A professional learning community (PLC) is a method to foster collaborative learning among colleagues within a particular work environment or field. It is often used in schools as a way to organize teachers into working groups of practice-based professional learning.
Informally the role of teacher may be taken on by anyone (e.g. when showing a colleague how to perform a specific task). In some countries, teaching young people of school age may be carried out in an informal setting, such as within the family ( homeschooling ), rather than in a formal setting such as a school or college.
A similar relationship type that often gets confused with workplace romance is work spouse, but this is an intimate friendship between coworkers rather than the actual marital relationship. [ 14 ] Romantic partnerships involve a strong emotional attachment and close connection between partners without sexual relations.
The relationship between children and their teachers tends to be closer in the primary school where they act as form tutor, specialist teacher and surrogate parent during the course of the day. This is true throughout most of the United States as well.
In other words, it is a theory and practice of helping students achieve critical consciousness. In this tradition, the teacher works to lead students to question ideologies and practices considered oppressive (including those at school), and encourage liberatory collective and individual responses to the actual conditions of their own lives.
Their responsibilities can include developing innovative learning materials, mentoring colleagues and contributing to staff development activities, shaping the faculty's and the university's agenda in learning and teaching and spreading good practice in learning, teaching and assessment. [2]