Modern society demands high quality teaching and learning from teachers. Teachers have to possess a great deal of knowledge and skills with regard to both teaching and assessment practices in order to meet those demands and standards of quality education .
Classroom management is essential to both teachers’ education and teachers’ professional development, it is crucial to keep teachers knowledge up to date, so they can deliver high quality teaching Interestingly, we know very little about teachers leaching, considering that, teachers themselves are experts in teaching and learning. My thesis explores this area, in order to shed a light on the problem of teachers’ learning.
A growing body of research in classrooms has demonstrated that teachers do make a tangible difference in student achievement 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.