Adapting the teacher theory model in upskilling English teaching pedagogy

Abstract

The study aims to explore the teacher model theory in upskilling English teaching pedagogy process.

Descriptive quantitative research approach and methods are utilized in the process of the research where purposive sampling is employed in the selection of the population sample. The subjects of the study comprised Twenty-Seven (27) respondents only.

Results show that teacher as structured of being talented composed of different classroom setting in cultural background to balance the learning teaching style and intellectual ability of the students as centers of learning, show that teacher as structured of being enthusiastic explored class excitement, enjoyment, anticipation, participation, engagement, and stimulation for the lesson to be fun and exciting, show that teacher as structured of being adaptable developed constant skills in the learning process and willingness to succeed in the classroom setting of teaching, show that teacher as structured of being creative enhanced skills towards works and learning in the classroom setting in the academic performance of students, show that teacher as structured of being honest corrected mistakes of students to boost morale in the learning process for better improvement and feedback in teaching, show that teacher as structured of being effective adjusted teaching techniques, strategies, and methods based on the needs of the learners in various ways, and show that teacher as structured of being resourceful identified the process in the learning process of students in molding and shaping academic performance to the fullest.