The phrase "a further teacher" is correct and usable in written English.
It can be used when referring to an additional teacher in a context where more than one teacher is being discussed or needed.
Example: "In our program, we are looking to hire a further teacher to assist with the growing number of students."
Alternatives: "an additional teacher" or "another teacher".
Furthermore, it has been shown that medical students acting as peer tutors report a willingness to undertake further teacher training and to make teaching a major part of their professional practice [ 26].
This can be done by shadowing a high school teacher or undergoing further teacher training.
After the event, tutors felt that participation had enhanced their skills in various areas, including practical teaching skills, confidence in speaking to groups and communication skills; and that as a result of taking part, they were now more likely to undertake further teacher training and to make teaching a major part of their career.
And a further trainee teacher from Manchester was told by the headteacher at the school where she was training to "be careful" regarding her accent.
For more information please visit tda.gov.uk or www.gttr.ac.uk To become a further education teacher you need a relevant academic, trade or professional qualification, or experience in the subject you want to teach and teaching qualifications recognised by Lifelong Learning UK (Level 3 or 4 Award in Preparing to Teach in the Lifelong Learning (PTLLS) Sector).
Initially well-disposed to the idea of teaching, the majority of tutors reported that participation in OSCE tutor had increased their willingness to undertake further teacher training and to make teaching a major part of their professional practice.
Furthermore, 85%(53 and 722%(45) respectively of post-questionnaire respondents indicated that OSCE tutor had increased the likelihood that teaching would be a major part of their career and that they would undertake further teacher training (Fig 2(b).
As we will see, this led to further teacher collective activity and innovation and multiple approaches to enact the school vision.
The post-OSCE tutor questionnaire explored the perceived benefits of taking part, and whether participation had increased the likelihood that they would undertake further teacher training.
The initial purpose of this research is to examine the strategies of early childhood teachers in Greece for managing behavior problems in their classroom and then to design and implement a program for further teachers' training.
