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Teacher Professionalism Research Paper

1371 Words6 Pages

The term ‘teacher professionalism’ refers to the characteristics, skills, abilities and attitudes which are expected from individuals, within the teaching profession (SAIDE, 2010). Professionalism is seen as something which individuals can strive for; a continuous goal which is focused on keeping up with educational developments, rather than being focused on one particular requirement (SAIDE, 2010). A key aspect of professional development is the purpose of improving the quality of service delivered (SAIDE, 2010). This means that teachers not only have to exercise their autonomy but have to take into account the interests of their learners, bringing about a “culture of teaching and learning” (SAIDE, 2010). Teacher professionalism consists …show more content…

The first policy is the ‘Revised National Curriculum Statement’ (RNCS). This policy was aimed to regulate and transform teaching and learning within South Africa (Department of Education, 2002). There was a need for change from previous aims and objectives towards an outcomes-based system of education (Department of Education, 2002). This policy intended to align learning outcomes with assessment standards, through improved educator training, learning and support materials and provincial support (Department of Education, 2002). This policy states a number of particular values, such as human dignity and accountability, which are represented in the knowledge and skills that this policy aimed to develop amongst educators and learners (Department of Education, 2002). This policy attempts to make the curriculum one which is sensitive to various issues in South Africa, namely, poverty, race, inequality and a few others (Department of Education, …show more content…

The focus should not be on achieving all of the roles and competences, but rather on achieving a suitable balance between them (Harley; et al, 2000). The policies also do not state how these are to be achieved (EPU, 2005), and it is impossible for an educator to portray all of these roles and competences in a significant way (Harley; et al, 2000), as the expectations of educators are too high (EPU, 2005). There was a ‘gap’ between what educators knew was expected of them and what they actually accomplished, as their personal value systems impacted on these roles and competences (Harley; et al, 2000). Educators’ personal epistemologies and autonomy left them in conflict with what the curriculum and roles required of them (Harley; et al,

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