Teacher preparation begins at the point of training and becomes a routine task necessary before each school season. Learners expect teachers to have practical approaches to content that is taught to apply better the information bestowed in their daily lives. Some critics say there is insufficient research into how best to prepare teachers for their challenging careers and this is not far off from the truth (Boyd t al. ,2009). The level of achievement gains can be directly related to teachers’ effectiveness in the classroom. The quality of education is, therefore, a primary concern for learners, while the character of teachers is described as supplementary to the learning process. Fortunately, this is not to say that educators should not care about their students. The opposite remains true and has become a major determinant of how well learners consistently apply their knowledge outside the classroom. A better -prepared teacher will focus on student achievement and retention, confidence and overall well-being. Attentiveness, master, and awareness are two characteristics that students appreciate in teachers. One study found that mathematics results among fifth graders are better if teachers employed have impressive academic results while teachers’ characteristics influence how students meditate on the subject during their formative years of appreciating the technical subject (Kulka-Acevedo, 2009). The public often concludes that when teachers exhibit a passion for their work, the same becomes a reality or possibility for the children enrolled in institutions. At the tertiary level, personalized relationships between lecturers and scholars are initiated by students who feel that they have benefited from productive relationships with their teachers. That bears far-reaching impact on the success of research and career progression and often continues after formal education through mentorship, career support and during the process of endorsing revolutionary work. That process brings changes through information technology, science, and even medicine; all these courses require a high level of experience – sharing and personal initiative for success.
References
Boyd, D. J., Grossman, P. L., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31(4), 416-440.
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Kukla-Acevedo, S. (2009). Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement. Economics of Education Review, 28(1), 49-57.
