Factors Influencing Exemplary Teaching and Teaching Practice

This document discusses the factors that influence exemplary teaching and teaching practice. It explores the importance of teaching practice in teacher training and the factors that shape teachers' professional identity. The document also highlights the role of classroom factors, global issues, and socioeconomic conditions in exemplary teaching.

Running head: TEACHING 1
Teaching
Name
Institution

TEACHING 2
TEACHING
Part 1
Quiz1
The professional literature has tried to define, assess and identify exemplary teaching
practices. Research and studies have used different terms to define exemplary teaching
including effective teaching, teaching excellence, high quality as well as best practices (Zhai,
2019). The term exemplary teaching involves offering well organized interesting presentation
as well as ways to motivate learners to meet challenges that they faced in academic. To some
research literature, exemplary teaching refers to teaching where successful learning such as
student meeting their learning outcome, engagement of students, student achievement;
successful completion of program/course has occurred or has been assessed as excellent by
peers, students, and/or classmates through course observations, evaluations based on well-
known criteria (Duke, Cervetti & Wise, 2018).
Quiz 2
There are many factors that influenced exemplary teaching. Some of the factors are
Classroom factors, for example, discipline or subject, class size, online learning or higher
education, and grade level (Baran & Correia, 2017). Factors such as the level of instruction,
delivery system and student characteristics may also influence exemplary teaching. More
global issues, for example social, economic and political factors also influenced exemplary
teaching (Duke, Cervetti & Wise, 2018). There has been a positive interpretation of
exemplary teaching; some people consider it as one of the best teaching methods that should
be used in the classroom. This is because it improves the quality of teaching.
Part 2
Quiz 1

TEACHING 3
Teaching practice is a temporary period that the students practicing to be teachers
spend teaching in school or classroom as part of her or his training. Teaching practice is an
essential component of teacher training. It grants experience to student teachers in the actual
learning and teaching environment (Toom, Husu & Patrikainen, 2015). During this process
of teaching practice, a teacher (a student teacher) is given the chance to attempt the art of
teaching in the classroom before getting into the actual teaching profession. Teaching
practice adds value to student teacher because it prepares them for the real teaching
profession. Teaching practice also offers the actual interface between members of the
profession and student hood. Therefore, teaching practice creates anxiety, apprehension, and
excitement in the student teachers. Some researchers defined teaching practice as the term
that indicates the kind of experiences that the student teachers gained when they work in
schools and classrooms. They also argued that teaching practice is an essential part of all
teachers training, particularly in developing countries, for example, South Africa.
There are many factors that influenced teaching practice. Some of the factors include
Relationship between the student teacher and the school administration, the relationship
between the student teacher and mentors, classroom environment, school policies, for
example, those related to teaching practice. The socioeconomic conditions can also influence
teaching practice. Working as a team will bring a good result to the student teachers as they
will gain more experience from the professionals’ teachers that are in the school. Other
factors that influenced teaching practice are knowledge base and experience of the tutors or
lecturers on practical teaching as well as subject content. Therefore, expertise and experience
play an essential role in ensuring that teaching practice is effective.

TEACHING 4
Quiz 2
Identity refers to the influences on teachers, how people see themselves, as well as
how teachers enact their profession. Teacher’s identity involves both a cognitive
psychological as well as sociological perspective: A person develops his/her identity through
interaction with others (Edwards, 2015). Therefore, teachers’ professional identity is a
situation whereby teachers become aware of their educational professionalism. This teaching
profession is linked to some important roles categories. These roles are accepted by many
teachers training system, for example, class management, and providing education services to
students.
There are many factors that influenced professional identity, especially in teaching.
The first one is known as institutional factors. The school or place where the teachers work
shapes them as teachers. The second factor is called Contextual factors for example student
profile, curriculum or program as well as classroom dynamics (Ping, Schellings & Beijaard,
2018). The next factor is known as Educational factors. This refers to the educational
background of the teachers. The fourth factor is known as professional events. It refers to any
event or activity including developments elements for example conferences, seminars, and
workshops, in which people or teachers in the field collaborate, participate, share experiences
and ideas. The last factor is known as other factors. It includes research studies and role
models. There are also internal factors that influence professional identity. The internal
factors include Personality and Motivation.

TEACHING 5
References
Baran, E., & Correia, A. P. (2017). What Motivates Exemplary Online Teachers? A Multiple-
Case Study. Learning, Design, and Technology: An International Compendium of
Theory, Research, Practice, and Policy, 1-17.
Duke, N. K., Cervetti, G. N., & Wise, C. N. (2018). Learning from exemplary teachers of
literacy. The Reading Teacher, 71(4), 395-400.
Edwards, A. (2015). Recognising and realising teachers’ professional agency. Teachers and
Teaching, 21(6), 779-784.
Ping, C., Schellings, G., & Beijaard, D. (2018). Teacher educators' professional learning: A
literature review. Teaching and Teacher Education, 75, 93-104.
Toom, A., Husu, J., & Patrikainen, S. (2015). Student teachers’ patterns of reflection in the
context of teaching practice. European Journal of Teacher Education, 38(3), 320-340.
Zhai, L. (2019). Illuminating the Enactment of High-Leverage Teaching Practices in an
Exemplary World Language Teaching Video Library. American Educational
Research Journal, 0002831218824289.