Teacher learning for Students’ Achievement

A growing body of research in classrooms has demonstrated that teachers do make a tangible difference in student achievement (Vescio et al. 2008; Ronfeldt et al. 2015). According to Vermunt (2014), high quality teacher learning influences student-learning outcome as a result. Teachers must undergo cognitive and metacognitive learning processes in order to achieve learning outcome in the form of changed believes about their practice or, even better, change in behavior.

These processes are cognitive thinking activities that are used to process learning content, for example classroom management. Teacher outcomes in terms of improved knowledge and skills in a field of classroom management influence student learning environment and student learning outcome because of changed student learning processes (Vermut 2014).

According to Pianta and colleagues (2012), teachers should concentrate on emotional support, classroom organization and instructional support aspects of classroom interaction among teacher and students. To be able to do that, it requires that the teacher, possesses a certain set of knowledge and skills to understand how these three domains work, what difference they can make for a teacher in the classroom and why they are so important. It is a research proven knowledge that classroom interaction is a tool for any teacher, which will support him/her in any classroom situation.

Teachers with high quality teaching tend to do and find out more about their own craft, pushing out the boundaries of their learning and teaching, looking for the new topics and ways to teach. However, in order to achieve their maximum potential, ongoing professional development should be implemented in their schedules.

Teachers provided with proper training on up-to-date information and new research on classroom management, on emerging technology tools for the classroom, new curriculum resources, and more, could become a successful factor to their schools. The best professional development is ongoing, collaborative, and connected to and derived from working with students and understanding their culture (Darling-Hammond et al. 2017; Borko 2004).

My PhD thesis indicates a positive link between teacher learning in classroom interaction and student outcomes as perceived by the teachers themselves. Effective teacher learning and professional development is important for student achievement.

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