1. Research and practice
1.1. Teachers have the responsibility to keep on learning and improving
1.1.1. Teachers would like to recognize all students, especially if they make good efforts but the practice of praising everyone equally in all instances is self-defeating.
1.2. Teachers should be well-prepared before teaching in the real school context
1.2.1. student descriptions of classroom experiences seem tourge is that we need to be attuned to the ways that students experience things,including our teaching practices.
1.3. To develop knowledge and teaching skills can be competently applied in actual practice.
1.3.1. In addition, educational research is important because of contributing knowledge development, practical improvement, and policy information.
1.4. It is important that teachers understand the positive as well as the posible negative consequences of praising students.
1.4.1. Research is based upon observable experience or empirical evidence. Research demands accurate observation and description.
2. The classroom as an educational context
2.1. Teachers need to come to some sort of self-understanding about their motivations and personal the ories of teaching
2.1.1. Students and their own teaching and content knowledge limitations are more likely torecognize the challenge posed by classroom explanations.
2.2. Teachers have shown little interest in merely studying a problem to clarifyit, or prove its existence.
2.2.1. Teachers are who determine what happens inclassrooms and I argue that the literature should place a higher value on types ofknowledge and forms of communication that meet teachers’ needs.
2.3. Teaching approaches have to value personal learning from experience to find meaning fortheir own science or teacher education classrooms
2.3.1. A teacher chooses to manage the daily concerns of teaching that indirectly shapes the perceptions of students.
2.4. Teachers would like to recognize all students, especially if they make good efforts but the practice of praising everyone equally in all instances is self-defeating.
2.4.1. Some situations that can impact how something is learned or what is taught.
3. Understanding of pedagogy
3.1. Emotions are intrinsic to teaching
3.1.1. The knowledge of many teachers is primarily a mixture of craft and art knowledge.
3.2. Teachers' investment in their practice must be significantly impact behaviour
3.2.1. It considers the interactions that take place during learning
3.3. Pedagogy is the art and science of educating, focusing on learning and teaching
3.3.1. Involves being able to convey knowledge and skills in ways that students can understand, remember and apply
3.4. There is a need to identify some fundamentals of the unique pedagogy of global citizenship education
3.4.1. Means the logical and systematical breaking up of the curriculum from the point of view of a pedagogue for the purpose of its effective transaction.
4. Teaching and research
4.1. The teacher education profession needs to develop a shared language of teaching about teaching
4.1.1. We need to rescue the language of pedagogyand develop its practice in the service of our children, for the sake of our children,the students we teach.
4.2. Teacher education must prepare teachers to play active roles in formulating the purposes, means, and ends of their work
4.2.1. Teachers who purposefully reframe some of their explanations in light of these factors will likelyenhance the quality of their classroom interactions.
4.3. Pedagogical aspects: systematized set of knowledge, which seek to improve the educational practice, to promote learning, by proposing rules of action, from which the object of study can be observed
4.3.1. Teacher-researchers are usually much better placed to generate both the craft knowledge andits synthesis with the science knowledge.
4.4. The details of our teaching should be unique to our personal classrooms
4.4.1. However another positive aspect of teacher research is that it can result in previously elusive art knowledge being identified, explored andcodified in ways that enrich the other forms of knowledge