ERIC Number: ED097305
Record Type: RIE
Publication Date: 1970-Jun
Reference Count: 0
The Essence of Teaching: A Basis for Differentiating Roles. TEPS Write-in Papers on Flexible Staffing Patterns, No. 5.
Recent attempts to clarify the roles of master teacher, regular teacher, teacher assistant, teacher aide, intern, and student teacher are pointless because there has never been a clear and widely accepted definition of just what the role of the teacher is. The reason a professional teacher is needed should be the basis on which he is evaluated, and the only process for which all teachers must be held accountable is motivation. Motivation as a teacher behavior has two parts: (a) it is the demonstrated effort to elicit from students a behavioral manifestation of their need to pursue an activity, extend an idea, or experience a feeling and (b) it is not standing in the students' way once the manifestation of motivation is observed. There are various behavioral styles teachers can use to implement the function of motivation, including personal model, gadgety instruction, group pressure, reward and reinforcement, curiosity needs, newness needs, and situational pressure. Those who perform these motivational functions are engaged in professional activity regardless of their status, while those who do not manifest these competencies are not teaching regardless of their certification. The next step in the development of this approach is to analyze schemes that will free teachers to perform at least the motivational structures, and the subsequent step is to develop a progression of preparation with regard to the development of motivational competencies. (HMD)
Descriptors: Paraprofessional School Personnel, Student Motivation, Teacher Behavior, Teacher Influence, Teacher Qualifications, Teacher Responsibility, Teacher Role
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Publication Type: N/A
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC. National Commission on Teacher Education and Professional Standards.