New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

chapter 1 outline

by: Kate Linhares

chapter 1 outline Econ 224

Kate Linhares

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

Introduction to Economics
Elizabeth Breitbach
Class Notes
25 ?




Popular in Introduction to Economics

Popular in Economics

This 5 page Class Notes was uploaded by Kate Linhares on Monday August 8, 2016. The Class Notes belongs to Econ 224 at University of South Carolina taught by Elizabeth Breitbach in Fall 2016. Since its upload, it has received 15 views. For similar materials see Introduction to Economics in Economics at University of South Carolina.

Similar to Econ 224 at USC


Reviews for chapter 1 outline


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 08/08/16
• Ebert and Culyer School: An Introduction to Education • Chapter 1 • The Teacher • Chapter Quotation "You will always be my teacher.“ Xia Qingfeng (Speaking to his professor after graduation.) • Introduction What makes a teacher a good teacher? Three topics that help define the teacher are: • reasons for teaching, • the art and science of teaching, and • pedagogical competencies. As you might suspect, there is much more to being a teacher than just handing out worksheets and reading from a teacher’s edition of the textbook. • You, The Teacher Consider your reasons for becoming a teacher. What has motivated you to pursue this career? Consider what you want from life outside of your teaching responsibilities. Will the circumstances of your life as a teacher provide those things? Teachers represent the bridge between what the world is and what the world will become. Does building that sort of bridge sound exciting to you? • Some Reasons Why People Teach • I love kids. • I love working with children. • I want to make a difference in people's lives. • I want to turn kids on to learning. • I like having the summer off. • I like the hours. We get off at 3:00. • The money is good. • It's a respectable job. • My guidance counselor said teachers would always have a job. • My guidance counselor said I'd be good at it. • It seems like a fun thing to do. • I hear state jobs have good benefits and retirement plans. • It's better than working at a discount store. • Why be a teacher's aide when I can do the same amount of work and make a whole lot more money? • My mother is a teacher. • I like science. • It gives me a chance to coach. • You have to teach before you can be a principal. • I like to write, but I don't think I can make a living doing that. • I need a less stressful job. (This was from a lawyer choosing teaching as a second career. He lasted less than two months.) • I can't think of anything else I'd like to do. • Pedagogy The term pedagogy refers to the art and science of teaching. In particular, it refers to the teaching of children. The ability to shape and articulate the components of your own pedagogy is a characteristic that contributes to your standing as a professional. Most likely, that pedagogy will represent a blend of art and science. • The Art of Teaching Teaching requires more than just being a good communicator. It requires being able to put those abilities to use under specific conditions of time, place, and available materials. An individual must combine content knowledge and teaching skills (learned information) with their own abilities, characteristics, and personality (qualities they bring to the task) to develop their own pedagogical style. That’s why you have never had two teachers who were just alike. • The Science of Teaching Education undergoes continuing research, analysis, reform, intervention, and evaluation. There is extensive literature about topics such as: * the sociology of teaching, * psychology (of the learner, of the group, of being evaluated, of being retained, and so on), * philosophy underlying why we have public schools, * the economics and cost efficiency of educational institutions. • NBPTS Propositions 1. Teachers are committed to students and their learning. 2. Teachers know the subjects they teach and how to teach those subjects to students. 3. Teachers are responsible for managing and monitoring student learning. 4. Teachers think systematically about their practice and learn from experience. 5. Teachers are members of learning communities. • Pedagogical Competencies Purpose: The philosophy, attitude, and style that a person brings to the task of teaching. * An articulated philosophy is the foundation upon which an individual's life work can be built. * Attitude is a function of who you are, and it will affect who you are as a teacher. * A teaching style is the result of integrating teaching strategies with one's own personality. • Pedagogical Competencies The Two Dimensions of Content Competency: Static Content - The curriculum that teachers are responsible for teaching. It is static because it doesn't change from day to day with the mood of the students or events in the school environment. Dynamic Content - The knowledge and skills about teaching that a teacher uses to do the teaching. A teacher must know how to monitor and adjust throughout the day as well as know the procedure for presenting a lesson. • Pedagogical Competencies Teachers communicate with at least four very different audiences: * Students - It is the teacher's responsibility to present information in a manner that is appropriate and understandable at the cognitive level of the students. * Parents - For a teacher, effective communication begins with listening to the parent's perspective. * Collegial interaction can include fellow teachers, resource teachers, staff personnel, and the building level administrators. * There are times when teachers are seeking support for classroom activities and times when they act as education professionals representing their school. • What is Your Opinion? You have likely been thinking of communicating with students for as long as you have considered a career in education. In terms of all four groups, which one do you think might be the most challenging for you at this point? a) students b) parents c) colleagues/administrators d) community members • Pedagogical Competencies Professional Development : * As learners – Additional coursework for re-certification, advanced degrees or national certification, school-sponsored “in- service” teacher development. * As mentors - mentoring provides a new teacher with guidance and advice while working through the initial stages of being a professional. * As researchers - As an active partner in research efforts, the teacher raises her own level of professionalism by helping to contribute to the accumulated body of knowledge regarding education. • Conclusion Teaching is both an art and a science. Effective teachers know this and have carefully developed their expertise in each of the two domains. The science of teaching is based upon the work of researchers, practitioners, philosophers, and a host of other disciplines searching for the best combination of theory and practice to help people learn. The art of teaching is developed through careful practice and honest reflection. It can be fascinating to learn from a teacher who has found an appropriate balance between the two. Teachers can, and should, contribute to the accumulated body of educational knowledge as researchers.


Buy Material

Are you sure you want to buy this material for

25 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Allison Fischer University of Alabama

"I signed up to be an Elite Notetaker with 2 of my sorority sisters this semester. We just posted our notes weekly and were each making over $600 per month. I LOVE StudySoup!"

Bentley McCaw University of Florida

"I was shooting for a perfect 4.0 GPA this semester. Having StudySoup as a study aid was critical to helping me achieve my goal...and I nailed it!"

Parker Thompson 500 Startups

"It's a great way for students to improve their educational experience and it seemed like a product that everybody wants, so all the people participating are winning."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.