Professionalism In Teacher Education

                      PROFESSIONALISM IN TEACHER EDUCATION  

The teaching profession has been under increasing pressure since the turn of the century. This pressure on teachers is from many fronts viz.

·        Paradox of teaching to standardized tests juxtaposed with teaching for understanding.

·        Constraints on time and resources in self-managed schools where there is expectation of teacher as leader.

·        Introduction of Information Technology raises expectation that teachers have the skills and knowledge to prepare students for a technology oriented society.

·        Expectation of inclusiveness in the classroom despite inadequate physical and emotional support system.

·        Expectation to improve professionalism through collaborative and continuous professional development.

Teachers are under considerable stress to maintain a personal and professional balance despite above pressures imposed on them. A question arises as to how these stresses be eased so that teachers continue to strive to improve teaching, learning and excellence for their students?

For teachers to be de-stressed and to deliver their best a change is necessary. Teacher professionalism and autonomy need to be respected and voiced. A method of achieving this grass-roots potential for change and improved professionalism is through professional development.

Professional development can be defined as any professional growth opportunity in which teachers develop their craft, help shape school practice, and build learning communities (Way, 2001). Teacher development is the building of skills, practice, and knowledge that will enhance a classroom, a school, or a community. Professional development is centered around the following: enhancement of teachers’ content and pedagogic knowledge, attainment of higher-order thinking skills within a subject, use of sufficient time and resources that are carefully structured and purposefully directed, promotion of collegiality and collaboration, building of leadership capacity, and meeting of teachers’ identified need.A potential model for professional development lies in Action Research. Action research is a growing field of educational research with the aim of using disciplined inquiry to improve educational practice (Calhoun, 1993).  Kemmis & McTaggart (2000) have developed a succinct definition that is most applicable to the context of education:

"Action research is a learning process, the fruits of which are the real and material changes in (a) what people do, (b) how they interact with the world and with others, (c) what they mean and what they value, and (d) the discourses in which they understand and interpret their world."

Action research is a form of reflective practice that is well known and often second nature to teachers (Johnston, 1994) but with the addition of a strong emphasis on collaboration and dissemination of found knowledge.

Classroom action research addresses the individual teacher in the context of improving teaching and learning within the classroom. Participatory action research addresses the need for a system or school concern for transformational change.

Classroom and participatory action research are very suitable to school situations because of their

• Democratic methodology
• Respect for individuals
• Inclusiveness
• Openness to diversity of perspective
• Flexibility of approach
• The fostering of grounded knowledge for changing practice (Watt, 1997).

Where these opportunities are facilitated in a community with a shared vision, action research can be a successful tool for professional development. That shared vision, through collaborative discussion, needs to be focused on improving teaching and learning for students (Fullan & Hargreaves, 1991; Johnson, 1993). That shared vision may also include a focus on improving professionalism ach 

(Calhoun, 1993; Johnson, 1993). Calhoun (1993) states that there are five elements that need to be considered before implementing an action research project :

• Purpose and process
• External support
• Types of data to be obtained
• Audience for the research
• Expected outcomes.

Through this framework of inquiry, data collection, reflection and action, improvements can be made in the complex classroom situation and to the professional culture of the school (Gabel, 1995; Johnson, 1993).

                                                                                                          SANJANA KANOTRA

Teacher Professionalism

Teacher professionalism has relevant significance in education in that it affects the role of the teacher and his or her pedagogy, which in return affects the student’s ability to learn effectively. It can be defined as the ability to reach students in a meaningful way, developing innovative approaches to mandated content while motivating, engaging, and inspiring young adult minds to prepare for ever-advancing technology. However, this definition does little to exemplify precisely how a professional teacher carries himself or herself. Due to the growing autonomy being given to educators, professionalism remains one of the most influential attributes of education today. Teacher professionalism contains three essential characteristics, competence, performance, and conduct, which reflect the educator’s goals, abilities, and standards, and directly impact the effectiveness of teaching through the development of these qualities.

To begin, the characteristic of competence is fundamental in an educator’s pursuit of excellence. A discussion on competence focuses on three important ideas: preparation, knowledge of subject area, and defined pedagogy. The first, preparation, prepares the professional for the adversity of the classroom. From language and cultural barriers to socio-economic differences, all educators face deterrents in the classroom that must be broken down by individualized techniques. “Decision making by well-trained professionals allows individual clients’ needs to be met more precisely and…promotes continual refinement and improvement in overall practice” (Darling-Hammond, 1988, p. 59). Thus, by bridging these barriers, the educator will be better prepared for classroom management and create an effective learning environment. Furthermore, by doing this, the professional teacher leads students by his or her example: one who is prepared for difficulties will be able to overcome them.

Along with preparation, a professional educator with a strong knowledge of his/her subject area has the opportunity to concern themselves with preparing innovative techniques to teach material rather than spending significant amounts of time studying the material. With the advantage of knowing one’s curriculum material well, the educator has more confidence in their teachings, having already placed significant thought on the material being taught. Thus, a professional is able to dwell on how to relate subject matter to the students and their cultures in an original method.

The final portion of competence is discovering and assuming a defined pedagogy. A professional teacher who has a defined pedagogy has already journeyed through several trials to discover which pedagogical techniques are most effective. According to Lunenburg and Ornstein (2000), “Hiring teachers by subject and skill presumes that curricular priorities have been established, which means that decisions have been made about how much time will be devoted to each segment of the curriculum” (p. 9). Although this may take years to fine-tune, a professional is willing to self-evaluate his or her pedagogy as s/he develops it, revise their edification when deemed necessary, and apply one’s ideas to a practical situation. Furthermore, by acquiring a defined pedagogy, a professional creates more autonomy for him or herself, allowing for a partial release from the constraints constructed by the administration, school board, or parents.

In conclusion, a completed definition of teacher professionalism far exceeds the simple notion that a teacher be prepared in a certain manner. A professional is trained to handle all situations, as most episodes in the classroom require quick thinking. Also, teacher professionalism extends beyond one’s ability to understand content; the educator must discover if the students are being reached in an effective way. With the role of “teacher” becoming more autonomous, an educator must be competent in their studies, perform well under the eye of the administration and parents, while maintaining good conduct to facilitate quality communication

Teacher Professionalism

Teacher professionalism has relevant significance in education in that it affects the role of the teacher and his or her pedagogy, which in return affects the student’s ability to learn effectively. It can be defined as the ability to reach students in a meaningful way, developing innovative approaches to mandated content while motivating, engaging, and inspiring young adult minds to prepare for ever-advancing technology. However, this definition does little to exemplify precisely how a professional teacher carries himself or herself. Due to the growing autonomy being given to educators, professionalism remains one of the most influential attributes of education today. Teacher professionalism contains three essential characteristics, competence, performance, and conduct, which reflect the educator’s goals, abilities, and standards, and directly impact the effectiveness of teaching through the development of these qualities.

To begin, the characteristic of competence is fundamental in an educator’s pursuit of excellence. A discussion on competence focuses on three important ideas: preparation, knowledge of subject area, and defined pedagogy. The first, preparation, prepares the professional for the adversity of the classroom. From language and cultural barriers to socio-economic differences, all educators face deterrents in the classroom that must be broken down by individualized techniques. “Decision making by well-trained professionals allows individual clients’ needs to be met more precisely and…promotes continual refinement and improvement in overall practice” (Darling-Hammond, 1988, p. 59). Thus, by bridging these barriers, the educator will be better prepared for classroom management and create an effective learning environment. Furthermore, by doing this, the professional teacher leads students by his or her example: one who is prepared for difficulties will be able to overcome them.

Along with preparation, a professional educator with a strong knowledge of his/her subject area has the opportunity to concern themselves with preparing innovative techniques to teach material rather than spending significant amounts of time studying the material. With the advantage of knowing one’s curriculum material well, the educator has more confidence in their teachings, having already placed significant thought on the material being taught. Thus, a professional is able to dwell on how to relate subject matter to the students and their cultures in an original method.

The final portion of competence is discovering and assuming a defined pedagogy. A professional teacher who has a defined pedagogy has already journeyed through several trials to discover which pedagogical techniques are most effective. According to Lunenburg and Ornstein (2000), “Hiring teachers by subject and skill presumes that curricular priorities have been established, which means that decisions have been made about how much time will be devoted to each segment of the curriculum” (p. 9). Although this may take years to fine-tune, a professional is willing to self-evaluate his or her pedagogy as s/he develops it, revise their edification when deemed necessary, and apply one’s ideas to a practical situation. Furthermore, by acquiring a defined pedagogy, a professional creates more autonomy for him or herself, allowing for a partial release from the constraints constructed by the administration, school board, or parents.

In conclusion, a completed definition of teacher professionalism far exceeds the simple notion that a teacher be prepared in a certain manner. A professional is trained to handle all situations, as most episodes in the classroom require quick thinking. Also, teacher professionalism extends beyond one’s ability to understand content; the educator must discover if the students are being reached in an effective way. With the role of “teacher” becoming more autonomous, an educator must be competent in their studies, perform well under the eye of the administration and parents, while maintaining good conduct to facilitate quality communication

Teacher Professionalism

Teacher professionalism has relevant significance in education in that it affects the role of the teacher and his or her pedagogy, which in return affects the student’s ability to learn effectively. It can be defined as the ability to reach students in a meaningful way, developing innovative approaches to mandated content while motivating, engaging, and inspiring young adult minds to prepare for ever-advancing technology. However, this definition does little to exemplify precisely how a professional teacher carries himself or herself. Due to the growing autonomy being given to educators, professionalism remains one of the most influential attributes of education today. Teacher professionalism contains three essential characteristics, competence, performance, and conduct, which reflect the educator’s goals, abilities, and standards, and directly impact the effectiveness of teaching through the development of these qualities.

To begin, the characteristic of competence is fundamental in an educator’s pursuit of excellence. A discussion on competence focuses on three important ideas: preparation, knowledge of subject area, and defined pedagogy. The first, preparation, prepares the professional for the adversity of the classroom. From language and cultural barriers to socio-economic differences, all educators face deterrents in the classroom that must be broken down by individualized techniques. “Decision making by well-trained professionals allows individual clients’ needs to be met more precisely and…promotes continual refinement and improvement in overall practice” (Darling-Hammond, 1988, p. 59). Thus, by bridging these barriers, the educator will be better prepared for classroom management and create an effective learning environment. Furthermore, by doing this, the professional teacher leads students by his or her example: one who is prepared for difficulties will be able to overcome them.

Along with preparation, a professional educator with a strong knowledge of his/her subject area has the opportunity to concern themselves with preparing innovative techniques to teach material rather than spending significant amounts of time studying the material. With the advantage of knowing one’s curriculum material well, the educator has more confidence in their teachings, having already placed significant thought on the material being taught. Thus, a professional is able to dwell on how to relate subject matter to the students and their cultures in an original method.

The final portion of competence is discovering and assuming a defined pedagogy. A professional teacher who has a defined pedagogy has already journeyed through several trials to discover which pedagogical techniques are most effective. According to Lunenburg and Ornstein (2000), “Hiring teachers by subject and skill presumes that curricular priorities have been established, which means that decisions have been made about how much time will be devoted to each segment of the curriculum” (p. 9). Although this may take years to fine-tune, a professional is willing to self-evaluate his or her pedagogy as s/he develops it, revise their edification when deemed necessary, and apply one’s ideas to a practical situation. Furthermore, by acquiring a defined pedagogy, a professional creates more autonomy for him or herself, allowing for a partial release from the constraints constructed by the administration, school board, or parents.

In conclusion, a completed definition of teacher professionalism far exceeds the simple notion that a teacher be prepared in a certain manner. A professional is trained to handle all situations, as most episodes in the classroom require quick thinking. Also, teacher professionalism extends beyond one’s ability to understand content; the educator must discover if the students are being reached in an effective way. With the role of “teacher” becoming more autonomous, an educator must be competent in their studies, perform well under the eye of the administration and parents, while maintaining good conduct to facilitate quality communication

Teacher Professionalism

Teacher professionalism has relevant significance in education in that it affects the role of the teacher and his or her pedagogy, which in return affects the student’s ability to learn effectively. It can be defined as the ability to reach students in a meaningful way, developing innovative approaches to mandated content while motivating, engaging, and inspiring young adult minds to prepare for ever-advancing technology. However, this definition does little to exemplify precisely how a professional teacher carries himself or herself. Due to the growing autonomy being given to educators, professionalism remains one of the most influential attributes of education today. Teacher professionalism contains three essential characteristics, competence, performance, and conduct, which reflect the educator’s goals, abilities, and standards, and directly impact the effectiveness of teaching through the development of these qualities.

To begin, the characteristic of competence is fundamental in an educator’s pursuit of excellence. A discussion on competence focuses on three important ideas: preparation, knowledge of subject area, and defined pedagogy. The first, preparation, prepares the professional for the adversity of the classroom. From language and cultural barriers to socio-economic differences, all educators face deterrents in the classroom that must be broken down by individualized techniques. “Decision making by well-trained professionals allows individual clients’ needs to be met more precisely and…promotes continual refinement and improvement in overall practice” (Darling-Hammond, 1988, p. 59). Thus, by bridging these barriers, the educator will be better prepared for classroom management and create an effective learning environment. Furthermore, by doing this, the professional teacher leads students by his or her example: one who is prepared for difficulties will be able to overcome them.

Along with preparation, a professional educator with a strong knowledge of his/her subject area has the opportunity to concern themselves with preparing innovative techniques to teach material rather than spending significant amounts of time studying the material. With the advantage of knowing one’s curriculum material well, the educator has more confidence in their teachings, having already placed significant thought on the material being taught. Thus, a professional is able to dwell on how to relate subject matter to the students and their cultures in an original method.

The final portion of competence is discovering and assuming a defined pedagogy. A professional teacher who has a defined pedagogy has already journeyed through several trials to discover which pedagogical techniques are most effective. According to Lunenburg and Ornstein (2000), “Hiring teachers by subject and skill presumes that curricular priorities have been established, which means that decisions have been made about how much time will be devoted to each segment of the curriculum” (p. 9). Although this may take years to fine-tune, a professional is willing to self-evaluate his or her pedagogy as s/he develops it, revise their edification when deemed necessary, and apply one’s ideas to a practical situation. Furthermore, by acquiring a defined pedagogy, a professional creates more autonomy for him or herself, allowing for a partial release from the constraints constructed by the administration, school board, or parents.

In conclusion, a completed definition of teacher professionalism far exceeds the simple notion that a teacher be prepared in a certain manner. A professional is trained to handle all situations, as most episodes in the classroom require quick thinking. Also, teacher professionalism extends beyond one’s ability to understand content; the educator must discover if the students are being reached in an effective way. With the role of “teacher” becoming more autonomous, an educator must be competent in their studies, perform well under the eye of the administration and parents, while maintaining good conduct to facilitate quality communication

PROFESSIONALIZATION OF TEACHERS

In India, education has always been viewed as a moral venture and teaching has been valued for its transformative impact on learner as it transforms the learner as well as the teacher in a deep and abiding manner. National Policy on Education 1986 emphasize: “The status of the teacher reflects the socio-cultural ethos of the society; it is said that no people can rise above the level of its teachers”. It is teacher’s responsibility to educate the youth and prepare them for successful and productive future. With this important job on their shoulders, comes an obligation to maintain the professional integrity. Gone are the days when teaching learning process was teacher centered. In this digital age, besides teaching, they are often required to take up expanded roles and responsibilities related to school management, curriculum planning and development, staff development, school-based action projects and working on matters related with parents and other professionals.

Due to these changes in our knowledge based society it has become the need of an hour to reform teacher education and infuse professional ethics in our pupil teachers so that they can take up their new role and meet the challenges and expectations raised from our education reforms. In present times, teacher professionalism has come up with relevant significance in education as it affects the role of the teacher and his or her pedagogy, which in return affects the student’s ability to learn effectively. 

Professionalism

“Professionalism: It's not the job you do; it's how you do the job." Teachers are charged with an important job. It is their responsibility to educate the youth and prepare them for successful and productive future. With this important job comes an obligation to maintain professional integrity. Teachers need to ensure that all interactions with students, parents and colleagues are above broad and professional. This ensures that the educator stands as a good role model for the young and impressionable pupils that they are responsible for shaping.

It is the ability to reach to the students in a meaningful way, developing innovative approaches to mandated content while motivating, engaging, and inspiring young adult minds to prepare for ever-advancing technology

What is professionalism to teachers?

1.         Conduct

First and foremost, a teacher is a role model. A teacher must model proper manners, dress, behavior and ethics at all times

2.         Commitment to Quality

A teacher is never satisfied with an "average" performance. She must research and plan each lesson fully to give the students the best lesson possible.

3.         Commitment to Learning

A teacher's education does not stop with his degree. He must continually be aware of best practices in his field, including new teaching methods and materials. This usually involves post-graduate work and frequent teacher workshops.

4.        Commitment to Students

A professional teacher will always get to know about her students. She will listen to students' problems, questions, and concerns and treat every student with respect.

5.         A Positive Attitude

Even though teachers are often frustrated, overworked and under-paid, they must remember that they chose their profession because they love their students and their content area. A school is no place for complaints and negativity.

6.         Communication skill

Maintaining quality communication with all the parties involved in education: students, fellow teachers, school board, administration, and parents is an important task of teacher.  It is through energetic communication by a teacher that initiates understanding. A professional teacher desires to locate effective communicative skills to achieve preferred educational goals

7.             Proper preparation

 When the teacher enters the classroom s/he should have all the required materials and the lesson plan ready. A teacher who is well prepared will be able to overcome the difficulties/ challenges of classroom for difficulties will be able to overcome them.

8.             Good content knowledge

A teacher with a strong knowledge of his/her subject area has the opportunity to concern themselves with preparing innovative techniques to teach material rather than spending significant amounts of time studying the material.  With the advantage of knowing one’s curriculum material well, the educator has more confidence in their teachings, having already placed significant thought on the material being taught.  Thus, a professional is able to dwell on how to relate subject matter to the students.

9.              Performance

Performance is the ability to effectively teach the concepts of a curriculum. Having knowledge is one thing and able to deliver that knowledge effectively to student is another.

10.       Reflective thinking

A teacher must keep learning and apdating new skills. This only can come from being reflective in the practice. "Reflection on action leads to identification of processes, experiences, and understandings that can then be used in future lessons" (Featherston, 2007). "Effective teachers know how to coordinate diverse array of instructional elements (such as planning, lesson design, time management, classroom management, instructional methods, student motivation, and assessment techniques) and adapt them to differences in student needs, materials and purposes (Snowman et. al, 2009).

11.           Role of change agent

The expectations of the school system from a teacher change from time to time, responding to the broader social, economic and political changes taking place in the society. Therefore teacher has to play the role of change agents responding to the social and educational changes around them.

Need of the hour

Teachers need to be creators of knowledge and thinking professionals. They need to be empowered to recognize and value what children learn from their home, social and cultural environment and to create opportunities for children to discover, learn and develop. Due emphasis should be given to develop more reflective teachers with positive attitudes, values and perspective, along with skills for the craft of teaching. Hence in the current scenario there is a need for creating teachers who can ensure quality education with professional perfection.

PROFESSIONALISM IN TEACHER EDUCATION

PROFESSIONALISM IN TEACHER EDUCATION
Teacher professionalism has relevant significance in education in that it affects the role of the teacher and his or her pedagogy, which in return affects the student’s ability to learn effectively. It can be defined as the ability to reach students in a meaningful way, developing innovative approaches to mandated content while motivating, engaging, and inspiring young adult minds to prepare for ever-advancing technology.

However, this definition does little to exemplify precisely how a professional teacher carries himself or herself. Due to the growing autonomy being given to educators, professionalism remains one of the most influential attributes of education today. Teacher professionalism contains three essential characteristics, competence, performance, and conduct, which reflect the educator’s goals, abilities, and standards, and directly impact the effectiveness of teaching through the development of these qualities.

The four key points need to be focused to improve teaching profession :
1. There is a need to recognize teachers’ work as complex and demanding.
An improvement in teacher quality requires a re-conceptualization of initial teacher
education.
A re-conceptualization of initial teacher education is best based on a redefined
professionalism.
Redefined professionalism recognizes the intellectual dimension, a balance of autonomy,
control and responsibility, reflexivity, heteronomy and continuous learning as critical
attributes that define the 21st century teacher’s work

2. Innovative pathways in recruitment and continual innovation in teacher preparation
programmes are required.
Teacher preparation programmes need to broaden their entry requirements to diversify the
teaching corps and better represent diverse student populations.
Teacher preparation programmes require innovative recruitment pathways that allow entry
for “non-traditional” candidates.
Teacher preparation programmes require continual innovation to respond to changing needs.

3. Teacher education is enhanced by comprehensive teacher induction that fosters lifelong
learning.
Induction is a vital part in the formation of teacher professionalism and identity.
Induction is most effective when seen as a comprehensive system beyond just support and
assistance for beginning teachers.
Teacher education institutions need to prepare a comprehensive curriculum for beginning
teacher induction.
Effective professional development strategies seek the active involvement of teachers and are
largely school-based, developmental in nature and ongoing.

4. New designs for teacher education will need to rest on strong partnerships with key
stakeholders.
The best conditions for successful partnerships in teacher education occur when faculties of
education maintain close ties with schools, thus deeply engaging other faculties in the
university as well as strengthening community linkages in teacher preparation.
Principles and strategies must be put in place to ensure productive and successful
partnerships in teacher preparation.
- Chhabi Mohan