Teacher education refers to the policies and procedures designed to equip teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the school and classroom. In Education, a teacher is one who helps Students or pupils often in a School, as well as in a Family, religious or Knowledge is defined ( Oxford English Dictionary) variously as (i expertise and skills acquired by a person through experience or education the theoretical or practical understanding Behavior or behaviour (see spelling differences) refers to the actions or Reactions of an object or Organism, usually A skill is the learned capacity or talent to carry out pre-determined results often with the minimum outlay of time energy or both. A school (from Greek σχολεῖον - scholeion) is an Institution designed to allow and encourage Students (or "pupils" Rm46jpg|thumb|Classroom in St Eunan's College, Letterkenny, Ireland]] A classroom is a Room in which Teaching or Learning activities
Teacher education is often divided into:
The process of mentoring is also relevant.
Initial teacher education may be organized according to two basic models.
In the 'consecutive' model, a teacher first obtains a qualification (often a first university degree), and then studies for a further period to gain an additional qualification in teaching; (in some systems this takes the form of a post-graduate degree, possibly even a Masters).
The alternative is where a student simultaneously studies both an academic subject and the ways of teaching that subject, leading to a qualification as a teacher of that subject.
Other pathways are also available. In some countries, it is possible for a person to receive training as a teacher under the responsibility of an accredited experienced practitioner in a school.
Teacher Education in many countries takes place in institutions of Higher Education.
The question of what knowledge, attitudes, behaviours and skills teachers should possess is the subject of much debate in many cultures. This is understandable, as teachers are entrusted with the transmission to children of society's beliefs, attitudes and deontology, as well as of information, advice and wisdom.
Generally, Teacher Education curricula can be broken down into these blocks:
These three areas reflect the organization of most teacher education programs in North America (though not necessarily elsewhere in the world)--courses, modules, and other activities are often organized to belong to one of the three major areas of teacher education. The organization makes the programs more rational or logical in structure. The conventional organization has sometimes also been criticized, however, as artificial and unrepresentative of how teachers actually experience their work. Problems of practice frequently (perhaps usually) concern foundational issues, curriculum, and practical knowledge simultaneously, and separating them during teacher education may therefore not be helpful.
Feedback on the performance of teachers is integral to many state and private education procedures, but takes many different forms. The 'no fault' approach is believed by some to be satisfactory, as weaknesses are carefully identified, assessed and then addressed through the provision of in service training.
As a profession teaching has very high levels of Work-Related Stress (WRS) which are listed as amongst the highest of any profession in some countries, such as the United Kingdom. The degree of this problem is becoming increasingly recognised and support systems are being put into place.