教育研究表明，优秀教师的基本素质包括能够自我意识到自己的偏见;感知，理解和接受他人的差异;分析和诊断学生的理解并根据需要进行调整;在教学中谈判并承担风险;并对他们的主题有一个强烈的概念性理解。美国教师教育家Stephanie Kay Sachs认为，有效的教师需要具备基本的社会文化意识和接受自己和他人的文化身份。教师需要能够促进积极的自我种族身份的发展，并了解自己的个人偏见和偏见。他们应该使用自我探究来检验他们的基本价值观，态度和信仰之间的关系，特别是在他们的教学方面。这种内在偏见会影响与学生的所有互动，但不会禁止教师向学生学习，反之亦然。大多数教师根据他们的经验和教育程度获得报酬，但正如教育家Thomas Luschei所证明的那样，几乎没有证据表明超过3 – 5年的经验可以提高教师提高学生考试成绩或成绩的能力。其他可测量的属性，例如教师在资格考试中的表现如何，或教师达到的教育水平，也不会显着影响学生在课堂上的表现。因此，虽然教育界对于哪些可衡量的特征成为一名优秀教师几乎没有达成共识，但一些研究已经确定了帮助教师接触学生的固有特征和实践。教育家凯瑟琳卡特补充说，教师理解他们的过程和动机的有效方法是为他们所扮演的角色定义一个恰当的比喻。例如，她说，有些老师认为自己是园丁，塑造粘土的陶艺家，发动机工作的机械师，商业经理或工作室艺术家，监督其他艺术家的成长。了解自己偏见的教师说，萨克斯能更好地将学生的经历看作是有价值和有意义的，并将学生的生活，经历和文化的现实融入课堂和主题。有效的教师建立了对自己个人影响力的看法，并建立了有助于学生学习的因素。此外，她必须建立概念性的人际交往能力，以应对学校环境的复杂性。具有不同社会，种族，文化和地理背景的个人的教师和学生的经历可以作为一个镜头，通过它可以看到未来的互动。 Richard S. Prawat老师建议教师必须能够密切关注学生的学习过程，分析学生如何学习和诊断妨碍理解的问题。评估必须不是在测试本身，而是由教师让学生积极学习，允许辩论，讨论，研究，写作，评估和实验。根据美国国家教育学院教师教育委员会报告Linda Darling-Hammond和Joan Baratz-Snowden的报告编写的结果表明，教师必须对已知的高质量工作抱有期望，并在他们修改工作时不断提供反馈。这些标准。最后，我们的目标是创建一个运作良好，尊重他人的课堂，让学生有效地工作。这些建议建立在能够感知学生未能完全理解的地方的基础上，一个有效的教师不应该害怕寻找为自己和学生提供最佳技能和能力的任务，认识到这些努力可能不会成功。她说，这些老师是开拓者和开拓者，他们是挑战导向的人
美国范德堡大学教育学论文代写：好老师的素质
Educational studies suggest that the essential qualities of good teachers include the ability to be self-aware of one’s biases; to perceive, understand and accept differences in others; to analyze and diagnose student understanding and adapt as required; to negotiate and take risks in their teaching; and to have a strong conceptual understanding of their subject matter. American teacher-educator Stephanie Kay Sachs believes that an effective teacher needs to have a basic sociocultural awareness of and acceptance of their own and other’s cultural identity. Teachers need to be able to facilitate the development of a positive self-ethnic identity and be aware their own personal biases and prejudices. They should use self-inquiry to examine the relationship between their fundamental values, attitudes, and beliefs, particularly with regard to their teaching. This inner bias affects all interactions with students but does not prohibit teachers from learning from their students or vice versa. Most teachers are paid according to their experience and educational attainment, but as educator Thomas Luschei has demonstrated, there is little evidence that more than 3-5 years of experience boost teachers’ ability to increase student test scores or grades. Other measurable attributes such as how well the teachers did on their qualifying examinations, or what level of education a teacher has attained also do not significantly impact the student’s performance in classrooms. So although there is little consensus in the education profession about which measurable features make a good teacher, several studies have identified inherent traits and practices which assist teachers in reaching their students. Educator Catherine Carter adds that an effective way for teachers to understand their processes and motivation is to define an apt metaphor for the role they perform. For example, she says, some teachers think of themselves as gardeners, potters shaping clay, mechanics working on engines, business managers, or workshop artists, supervising other artists in their growth. Teachers who understand their own biases says Sachs, are in a better position to view their students’ experiences as valuable and meaningful and integrate the realities of the students’ lives, experiences, and cultures into the classroom and subject matter. The effective teacher builds perceptions of her own personal influence and power over factors that contribute to student learning. In addition, she must build conceptual interpersonal skills to respond to the complexities of the school environment. The experiences of both teachers and students with individuals of differing social, ethnic, cultural, and geographic backgrounds can serve as a lens through which future interactions can be viewed. Teacher Richard S. Prawat suggests that teachers must be able to pay close attention to student’s learning processes, to analyze how students are learning and diagnose issues that prevent understanding. Assessments must be undertaken not on tests per se, but rather as the teachers engage students in active learning, allowing debate, discussion, research, writing, evaluation, and experimentation. Compiling results from a report of the Committee on Teacher Education for the National Academy of Education, Linda Darling-Hammond and Joan Baratz-Snowden suggest teachers must make their expectations for high-quality work known, and provide constant feedback as they revise their work towards these standards. In the end, the goal is to create a well-functioning, respectful classroom that allows students to work productively.Sachs suggests that building on the ability to perceive where students are failing to fully understand, an effective teacher must not be afraid to seek out tasks for herself and the students that are optimal for their skills and abilities, recognizing that those efforts may not be successful. These teachers are the pioneers and trailblazers, she says, individuals who are challenge-oriented.