Learning can be defined as the acquisition of knowledge, attitudes, or skills. Teaching is helping others learn. These definitions indicate that the teaching and learning process is an active process that requires the participation of both teachers and learners to achieve the desired outcome of behavioural change. Teachers do more than impart knowledge to learners; they act as learning companions.
The nature of teaching has been conceptualized and described in myriad ways: one is that teaching is the act of providing activities that facilitate learning, and another view is that, no matter what the teacher does in class, if the students don’t learn anything meaningful, the teacher won’t teach. If students fail, teachers fail more.
There is no definitive theory of how learning occurs and how education affects it. However, learning can be influenced by motivation, learning environment, and teaching methods.
Recent educational research emphasizes the importance of teachers’ knowledge, ideas, and beliefs. Terms such as ‘professional knowledge, ‘professional knowledge, ‘knowledge in behaviour,’ and ‘reflection’ are frequently used in teacher education and classroom practice discussions. This paper aims to summarize some of the key features of teacher knowledge that have emerged from recent research and to consider their implications for teacher education. The paper argues that research plays a more important role in evaluating and developing professional education for teachers and defending it in times of strong external political pressure.