JIGAWA STATE COLLEGE OF EDUCATION

P.M.B 1002 GUMEL

SCHOOL OF EDUCATION
TITLE: GROUP ASSIGNMENT
LEVEL 100
COURSE: EDU 123
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INTRODUCTION

In teacher education programmes and in continuing professional development a lot

of time is devoted to the ‘what’ of teaching – what areas we should we cover, what
resources do we need and so on. The ‘how’ of teaching also gets a great deal of
space how to structure a lesson, manage classes, assess for learning for learning
and so on.

MAIN BODY

Teaching is the process of attending to people’s needs, experiences and feelings,

and intervening so that they learn particular things, and go beyond the given.

Interventions commonly take the form of questioning, listening, giving

information, explaining some phenomenon, demonstrating a skill or process,
testing understanding and capacity, and facilitating learning activities (such as note
taking, discussion, assignment writing, simulations and practice).

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WHAT IS TEACHING?

In education, teaching is the concerted sharing of knowledge and experience,

which is usually organized within a discipline and, more generally, the provision of
stimulus to the psychological and intellectual growth of a person by another person
or artifact.

 Preplanned behaviours informed by learning principles and child

development theory which directs and guides instruction to ensure desired
students outcomes.
 The job or profession of a teacher. Something that is taught: the ideas and
beliefs that are taught by a person, religion, etc.  .
 There are two fundamentally different ways of understanding teaching. The
first sees teaching as an instructor-centered activity in which knowledge is
transmitted from someone who has acquired that knowledge to novice
learners: teaching as knowledge transmission. The second sees teaching as a
learner-centered activity in which the instructor ensures that learning is
made possible for novice learners and supports, guides, and encourages them
in their active and independent creation of new knowledge: teaching as
assisted knowledge creation
 PTs’ beliefs about the purposes and actions of teaching and reflection on the
concept as a profession.
 The activities involved in facilitating or educating to impart knowledge or
skills to learners
 It involves the interaction of three elements: the teacher, student and the
object of knowledge. Learn more in: Transformations of the Concept of
Linear Function in Technological High Schools
 Teaching is the job of being a teacher. 
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  Teaching is the act of conveying information to others. 
 The occupation, work or profession of a teacher to impart knowledge to the
learner. To teach means to do the work of teaching practically. 
 The act of imparting of knowledge with others
 It refers to the work or profession of teachers. The art and science of
facilitating students’ construction of meaning and understanding. 
 The act of providing experiences for students to develop knowledge, to
impart knowledge or skill; give instruction, inform, enlighten, discipline,
drill, school, indoctrinate; coach to help to learn. 
 The act of imparting knowledge or giving instructions by a faculty to
students.
 Teaching is an activity aimed at bringing about meaningful learning through
a method that is morally and pedagogically acceptable. It involves a teacher,
a learner, content in form of knowledge facts information and skill to be
imparted a deliberate intention on the part of the learners to learn, and finally
a method that respects the learners’ cognitive integrity and freedom of
choice. 
 Teaching is the art and science whereby a lecturer conveys knowledge to
students in a formal setting, employing a variety of methods
 Teaching is considered as deliberate actions undertaken with the intention of
facilitating learning. 
 Teaching is an instruction or delivering a particular skill or subject or
something that someone tells you to do. For Teaching in this case may refer
to showing or explaining to a student how to do something. 

Education can be described as the ‘wise, hopeful and respectful cultivation of

learning undertaken in the belief that all should have the chance to share in life’

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(Smith 2015). The process of education flows from a basic orientation of respect –
respect for truth, others and themselves, and the world (op. cit.). For teachers to be
educators they must, therefore:

Learning particular things

Teaching involves creating an environment and engaging with others, so that they
learn particular things. This can be anything from tying a shoe lace to appreciating
the structure of a three act play. I want highlight three key elements here focus,
knowledge and the ability to engage people in learning.

CRITERIA FOR TEACHING ACTIVITY

 Extensive teaching experience.
 Engagement in the teaching assignment.
 A reflective approach towards teaching activities.
 Engagement and expertise in educational leadership.

CONCLUSION

In this piece we have made a plea to explore teaching as a process rather than
something that is usually approached as the thinking and activity associated with a
particular role the school teacher. As has been argued elsewhere a significant
amount of what those called school teachers do is difficult to classify as education.
Even the most informal of educators will find themselves teaching. They may well
work hard at building and facilitating environments where people can explore,
relate and learn. However, extending or deepening that exploration often leads to
short, or not so short bursts of teaching or instructing. For example, as sports
coaches or outdoor educators we may be both trying to develop teamwork and
build particular skills or capacities. As a specialist or religious educators we might
be seeking to give information, or introduce ideas that need some explanation.
These involve moments of teaching or instructing. Once we accept this then we
can hopefully begin to recognize that school teachers have a lot to learn from other
teachers and vice versa.

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 REFERENCES

Petty, G. (2009). Teaching Today. A practical guide. Cheltenham: Nelson Thornes.

Smith, M. K. (2015). What is education? A definition and discussion. The encyclopaedia of

informal education. [http://infed.org/mobi/what-is-education-a-definition-and
discussion/. Retrieved: February 25, 2016].

Wilson, L. (2009) Practical Teaching. A guide to PTLLS and DTLLS. Andover: Cengage.

Bruner, J. S. (1996). The Culture of Education. Cambridge, MA.: Harvard University Press.

Capel, S., Leask, M. and Turner T. (eds.) (2013). Learning to teach in the secondary school. A
companion to school experience. 6e. Abingdon: Routledge.

Coe, R. et. al. (2014). What makes great teaching. Review of the underpinning research.
London: The Sutton Trust. [http://www.suttontrust.com/researcharchive/great
teaching/. Retrieved December 20, 2014].

Cowley, S. (2011). Teaching for Dummies. Chichester: John Wiley.

Department for Education and Skills. (2004a). Pedagogy and Practice: Teaching and
Learning in the Secondary School, Unit 6 Modelling. London: Department for
Education and Skills.