Teachers' perspectives on the new professional teaching standards for secondary school English teachers

2009 ◽  
Vol 9 (1) ◽  
pp. 113-134
Author(s):  
최선희 ◽  
Hohsung Choe
Keyword(s):  
Secondary School ◽  
English Teachers ◽  
Teaching Standards ◽  
Professional Teaching Standards ◽  
Teachers Perspectives ◽  
Professional Teaching

Soundoff: Issues of Implementation

1995 ◽  
Vol 88 (2) ◽  
pp. 86-88
Author(s):  
Richard D. Wertheimer
Keyword(s):  
Graduate Student ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Teaching Standards ◽  
Standards Documents ◽  
Professional Teaching Standards ◽  
Professional Teaching

I believe in the goals and methods described in the NCTM's Curriculum and Evaluation Standards for School Mathematics and Professional Teaching Standards (1989, 1991). I make this statement from the perspective of teacher, supervisor, consultant, graduate student, and parent. In these roles, I am actively involved in implementing both documents. In working with teachers, I focus on those who are excited and empowered by the concepts presented in these two volumes. These teachers demonstrate powerful techniques and strategies in their classrooms that reflect the spirit of the standards documents. However, in my experience, these teachers are in the minority. As I continue to work with teachers, I meet many who are not enthusiastic about the Standards. These teachers represent the mainstream of our profession; they are hardworking individuals who are reluctant to incorporate change that alters everything they have worked for both as students and as teachers.

Implementing the Professional Standards for Teaching Mathematics: Learn from Your Students

1992 ◽  
Vol 85 (8) ◽  
pp. 656-659
Author(s):  
Margaret A. Farrell
Keyword(s):  
Professional Development ◽  
Classroom Instruction ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Teaching Standards ◽  
Professional Development Of Teachers ◽  
Professional Teaching Standards ◽  
Professional Teaching ◽  
Individual Commitment

The next four articles in this department address issues related to four of the six standards in the section of the Professional Teaching Standards (NCTM 1991) titled “Standards for the Professional Development of Teachers of Mathematics.” The series will pay particular attention to the ways in which these standards affect the in-service teacher of mathematics, whose ongoing professional development depends. to a large extent, on individual commitment, reflection, and action. We hope that these articles will furnish a basis from which teachers can begin to examine and improve their own classroom instruction.

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