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Framework for good teaching


four domains of the Framework for Good Teaching

Each of the following four areas of the framework refers to a different aspect of teaching, according to the total cycle educational process, from planning and preparation for teaching, creating environments for learning, teaching itself, to evaluation and reflection on own teaching practice and feedback necessary to enrich the .


Domain A: Preparation teaching

this domain criteria relate to both the discipline taught by the teacher or professor, as the principles and teaching skills needed to organize the teaching process, in view to engage all students with learning within the specific peculiarities of the context in which this process occurs. Domain acquires special relevance of the teacher of the national curriculum framework, ie the learning objectives and content defined by that context, understood as the knowledge, skills, competencies, attitudes and values \u200b\u200bthat their students require reach to function in society. In this regard, the teacher should have a thorough knowledge and understanding of the disciplines taught and the knowledge, skills and educational tools to facilitate proper mediation between content, students and the respective learning context. However, neither the domain of the discipline and teaching skills are sufficient to achieve quality learning, teachers do not teach their discipline in a vacuum, and teach students in certain specific contexts, the conditions and characteristics should be considered when designing learning activities. For these reasons, teachers required to be familiar with the developmental characteristics corresponding to the age of their students, their cultural and family members, their previous experiences and knowledge, skills and expertise in respect to the disciplines.
The teacher, based on their teaching skills in their students' knowledge and mastery of content taught, designed, selected and organized teaching strategies that give meaning to the content presented, and assessment strategies from which to judge the achievement of student learning and provide feedback on their own practices. Thus, the performance of a teacher about this domain, mainly showing through the planning and the effects of these schedules in the development of teaching and learning in the classroom.


Domain B: Creating an environment conducive to learning

This domain refers to the learning environment in its broadest sense, ie the environment and climate generated by the teacher, which have place the teaching and learning. This domain becomes important, as it is known that the quality of student learning depends largely on the social, emotional and learning materials. In this sense, the expectations of the teacher about the possibilities of learning and development of all students are of particular importance, as well as its tendency to highlight and build on their strengths rather than weaknesses, considering and valuing their unique characteristics, interests and concerns and their intellectual and human potential. Within this domain, it highlights the nature of the interactions in the classroom, both between teachers and students, and students together. Apprenticeships are favored when they occur in a climate of trust, acceptance, fairness and respect among people and when they establish and maintain constructive standards of behavior. It also helps in this regard the creation of a learning space organized Rich, invite exploring, sharing and aprender.Las skills involved in this domain are shown primarily on the existence of a stimulating environment and a deep commitment to teacher learning and development of their students.

Domain C: Teaching for learning for all students

In this domain are brought into play all the aspects involved in the teaching process that allow the commitment actual pupils with their learning. Its importance lies in the fact that its component criteria point to the primary mission School: Building learning and development opportunities for all students
acquire special relevance in this area of \u200b\u200bteacher skills to organize interesting and productive situations that build on the learning time effectively and promote inquiry, interaction and socialization of learning. At the same time, these conditions should consider the knowledge and interests of students and provide adequate resources and appropriate support. To enable students to participate actively in class activities also requires that the teacher is involved as a person and explicit and shared with students the learning objectives and the procedures be at stake. Within this domain also highlights the need for the monitor on an ongoing teacher learning, to fertilize their own practices, adjusting to needs identified in their students.

Domain D: Professional Responsibility
The elements of this domain are related to teacher's professional responsibilities as their main purpose and commitment is to help all students learn. For this, he consciously and systematically reflect on their practice and reformulated, helping to ensure quality education for all students. In this sense, professional responsibility also involves the awareness of teachers about their own learning needs and their commitment and participation in the educational establishment and in national education policies. This domain refers to those dimensions of the teaching that goes beyond the classroom work and that involve, firstly, the own relationship with his profession, but also the relationship with their peers, with the establishment, with the educational community and the education system.
teacher's commitment to learning for all students involves, first, to evaluate their learning processes to understand, discover their difficulties, help them overcome them and consider the impact they are having their own strategies for working in student achievement. On the other hand, it also implies a constructive part of the environment where they work, share and learn from their colleagues and with them, interact with families of students and other members of the community feel a lifelong learner and a member of the national education.