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Essay / Research Paper Abstract
An 8 page paper. The general question addressed in this paper is whether or not individuals should be accepted into post-graduate degree programs in education if their undergraduate degree is in a different field? The writer responds by first citing the literature on the qualities and characteristics attributed to "good teachers." The research encompasses findings in other nations as well as in the U.S. The writer then goes on to discuss the shortage of teachers and the success of alternative certification programs. Bibliography lists 5 sources.
Page Count:
8 pages (~225 words per page)
File: MM12_PGtchal.rtf
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Unformatted sample text from the term paper:
be allowed to enter the graduate program in education? The question seems to presuppose that to enter a graduate, i.e., masters degree, program in education, the individual should have earned
an undergraduate degree in education. [Tutorial: As a matter of information, in the U.S., the shortage of teachers has led to very successful alternative certification programs. If the customer is
actually writing to the head of the Faculty of Education program, you could use that fact as part of your evidence.] To answer the question, we will first look at
the characteristics that have been attributed to good, effective, and/or excellent teachers. Through a number of unscientific experiments, Brain concluded the characteristics of good teachers falls into two major
categories: core qualities and specific skills that have been developed (1998). Core qualities are the essential characteristics of good teaching (Brain, 1998). They include: * Knowledge: The teacher must have
knowledge of the subject(s) they are teaching and in some literature, knowledge is identified as the primary quality essential in good teaching (Brain, 1998). * Communication: Good teachers all possess
excellent communication skills; these are critical if one is to communicate the knowledge he or she has about the subject (Brain, 1998). The most recognized expert in any field is
useless in the classroom if he or she cannot communicate that expertise to the students (Brain, 1998). * Interest: Good teachers are extremely interested in their subjects and in
the material they are presenting to the class (Brain, 1998). Good teachers are able to translate that interest to the students and to do so, they make the material relevant
to the students (Brain, 1998). * Respect: Effective and excellent teachers have a concern and respect for their students (Brain, 1998). The respect leads to establishing a caring and respectful
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