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Informally the role of teacher may be taken on by anyone .

In some countries, teaching young people of school age may be carried out in an informal setting, such as within the family,

rather than in a formal setting such as a school or college.

Some other professions may involve a significant amount of teaching .

In most countries, formal teaching of students is usually carried out by paid professional teachers. This article focuses on

those who are employed, as their main role, to teach others in a formal education context, such as at a school or other place

of initial formal education or training.

Duties and functions

A teacher's role may vary among cultures.

Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics,

community roles, or life skills.

Formal teaching tasks include preparing lessons according to agreed curricula, giving lessons, and assessing pupil progress.

A teacher's professional duties may extend beyond formal teaching. Outside of the classroom teachers may accompany

students on field trips, supervise study halls, help with the organization of school functions, and serve as supervisors for

extracurricular activities.

In some education systems, teachers may be responsible for student discipline.

Competences and qualities required by teachers

Teaching is a highly complex activity.

This is partially because teaching is a social practice, that takes place in a specific context and therefore is shaped by the

values of that specific context. Factors that influence what is expected of teachers include history and tradition, social views

about the purpose of education, accepted theories about learning, etc.

Competences

The competences required by a teacher are affected by the different ways in which the role is understood around the world.

Broadly, there seem to be four models:

The Organisation for Economic Co-operation and Development has argued that it is necessary to develop a shared definition

of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional

development. Some evidence-based international discussions have tried to reach such a common understanding. For

example, the European Union has identified three broad areas of competences that teachers require:

Scholarly consensus is emerging that what is required of teachers can be grouped under three headings:

Qualities

Enthusiasm

It has been found that teachers who showed enthusiasm towards the course materials and students can create a positive

learning experience. These teachers do not teach by rote but attempt to invigorate their teaching of the course materials

everyday. Teachers who cover the same curriculum repeatedly may find it challenging to maintain their enthusiasm, lest their

boredom with the content bore their students in turn. Enthusiastic teachers are rated higher by their students than teachers

who didn't show much enthusiasm for the course materials.

Teachers that exhibit enthusiasm are more likely to have engaged, interested and energetic students who are curious about

learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic

motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college

students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which

are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn.

But even while a teacher's enthusiasm has been shown to improve motivation and increase task engagement, it does not

necessarily improve learning outcomes or memory for the material.

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation.

Teacher enthusiasm may contribute to a classroom atmosphere of energy and enthusiasm which feeds student interest and

excitement in learning the subject matter. Enthusiastic teachers may also lead to students becoming more self-determined in

their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the

student's expectations about intrinsic motivation in the context of learning.