Banni Gorneous’ Study Teachers are assumed to be prepared when they enter already do the pre-service teaching at the same time while being deployed to schools they are honed, critiqued and evaluated by teachers. However, by the time the undergraduate students enrolled there first course in teaching they have already experienced and survived many teachers and these students already achieved wealth of experiences and educational opportunities. This can serve as valuable and credible resources of identifying the attitude and actions that were implemented in classrooms by their former effective teachers.
This study recommends the importance of becoming a pre- service teacher. This is due to the fact that, this can offer valuable insight and knowledge that they will apply in their own classrooms. They may learn from their previous teachers but there are guidelines and proper ways of doing things that are far different from the unstructured learning gained by observing and imitating alone. Educational experiences with the blend of principles and practice will create attitudes that make up an effective teacher.
Janice Bissell’s Study
An in-depth study by practising campus architect Janice Bissell, looked into the deeply rooted images of teaching embedded in most school designs and embodied by cellular classrooms with the teacher’s position (with dais and data ports) securely at the front. She found that for all teachers, the ‘physical classroom’ was the basic component of their daily work activities but those individuals characterised as traditional and non-traditional in their pedagogic orientation used the spaces in different ways. ‘Non-traditional teachers’ were more likely to modify the classroom to produce what they believed was a more effective working environment (e.g. through displays and alternative furniture arrangements). In this study they were also more