PHILOSOPHY OF EDUCATION

Philosophy of Education

Philosophy of education

Introduction

Teaching to be effective must be a vocation, a way of life that involves the totality of one's being, not simply a job or even a profession. A teacher is a real agent of effective education in the lives of students to the extent that he or she embodies a living passion for knowledge and understanding. Such a passion for knowledge and understanding cannot be limited to a particular academic specialty, although such a specialty is often at the heart of this passion. For a human being is a whole: a situated life within a situated culture, historical period and world horizon (Coppolla, 2002). Every whole human being integrates the academic focus of his or her learning with all the dimensions of knowledge available in that historical period: art, history, science, literature, philosophy and religion (Kenny, 2008).

The professional goal of every teacher is essential to achieve a effective teaching, ie teaching that produces the best possible results in any given situation: are the results of the criterion and the measure of its effectiveness. Precisely because of this 'concrete', however, an "effective teaching" is not defined in the abstract (i.e., apart from real-life situations) and once for all (evenly): can only be characterized in general and developed in the situation. From here the need to identify the parameters that define it, as elements in order to evaluate its adequacy to that objective (effectiveness).

Respect for Others. Refers to everything that makes a good teacher and who constantly pay attention because all indent pupils and every other member of the school community with respect (Mooney, 2011).

Ability to inspire trust. The good teachers are consistent and fair; inspire confidence in their students because they always do what they say. They are sincere and create an atmosphere that allows children to be themselves; to express them and not be afraid to make mistakes is an important starting point for learning. This set of characteristics feed the care and attention to students and to their results. The good teachers are in school for their students, and their vocation is the heart of the model.

Conceptual thinking, understood as the ability to capture the different behavioral patterns and different situations. At the highest level is expressed in ability to adapt and apply creatively the best ideas and teaching practices (O'neal, 2007).

The good teachers programming work, teaching units and lessons individualized basing everything on data such as the feedback of the students through testing and careful examination of the various elements that determine the pupils' progress.

Capacity expectations of planning & design: The good teachers are able to direct their energies on key issues, the ones that really make a difference for their students and for the results to be obtained. It 'a role that requires a lot of energy, for better acquit also use information technology and communication, which are a useful tool in the teaching-learning process.

Ability to drive improvement: teachers generally do not have a good job, but ...