In education, professionalism is getting more important. The importance of contemporary teacher role is demanding in the societies. Hargreaves (2000) explained that the four ages of professionalism and it should be the quality and standards of practice. Teaching is the only way to change the societies that teacher should help students to develop on the right track (Morris, 2008).
Beforehand, Miss Wong, Mr. Tam and Mr. Chan, three current teachers who were represent from Music, Visual Arts and Physical Education field respectively were interviewed in my group investigation.
The group investigation was about teacher role and professional development. It is interesting to find that the three teachers have their own passion on their …show more content…
Recent education reform demands a highly skilled teaching profession and it is widely accepted that a teacher’s development spans an entire career (Court, 1991). Therefore, teachers must be immersed in the subjects they teach, and have the ability both to communicate basic knowledge and to develop advanced thinking and problem-solving skills among their students (Loucks-Horsley, Hewson, Love, & Stiles, 1998; National Commission on Teaching and America’s Future, …show more content…
Dean (1991) pointed out that many people will rise to demands they feel are important. Opportunities to take responsibility are highly motivating to some people and should be widely distributed. The teachers feel a personal mission that learn as much as they can about the world, about others, about themselves and help others to do the same (Zehm and Kottler, 1993, p.118) Besides, Mr. Tam considered taking care of students as well as taking responsibility are important. He believed his philosophy of teaching is to take care of student. He has read many books talked about ‘the definition of care’, caring is thinking on students’ side. It helped him to think how to communicate and think of different methods to help students learning. ‘CARE’ is a special word to him because the role of teacher is similar with the role of parents to give care for his students in
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To improve quality in primary education Government of Peoples Republic of Bangladesh undertaken several of new intervention. TSN through Lesson Study is one of them. This explore the implementation process of TSN, role of teachers and field level officer, how does TSN giving benefits to teachers and students, how does TSN develop teachers professional skills. Study results find process of TSN through practicing lesson study, teacher’s professional skill development, student’s benefits, teacher’s collaborations & collegiality, instructional strategies to students and limitations of TSN. Although some challenges and limitations were found in the study it also showed positive impacts on students learning and developing teacher’s professional skills.
An important point I learned after reading Holler if You Can Hear Me by Gregory Michie is that teachers should care about their students because students will learn more if they know you care and then they will care to learn . Mr. Mitchie believes his students don’t care enough to learn about sexism, but the truth was that they were tired of spending 2 weeks on the same lesson. Mr. Mitchie will then get angry at his class and tell them that if they didn’t care to learn then he wouldn’t make them. In another instant a teacher named Miss. Reilly was tired of her class not listening to her that she threatened to quit, but a student named Samuel wrote her a letter and told her not quit.
As Smylie (1995, as cited in Gay, 2010) states, the duty of the teachers is not only learning new subjects and instructional strategies, but also changing their beliefs of practice and “theories of
Reflecting on my educational and practical experiences, I appreciate the infinite influence that teachers have on children. I realise that children will take the skills and knowledge learnt in the classroom and use it throughout their lives. I know a teacher has to deal with many daily pressures and challenges, in the classroom. However, I feel I require the skills needed to deal with these challenges. As a teacher I hope not only to be an educator but a positive role model, whom the children can look up to and trust.
Though testing is necessary with the current structure of evaluating students, there is a conscience effort to improve schooling for students. Hoping to stay teaching in Eastern Washington, I am excited to see teachers setting the foundation for change. I hope that I have the opportunity to not only help my students inside the classroom but also in a more political way that will help students that I am not teaching. Like many things that I’ve experienced in these last ten weeks of class, my thoughts on education have definitely been
We must be consciously considering our existence amongst other people and nature. Problem-posing education will only succeed if the teacher-student relationship is amended (Freire 323). That being said, teachers must realize that they can teach and be taught while the students can learn and teach through current
Though there have been many philosophies of education over the years, there are two that encompass my belief system most, traditional and progressive. Most educators do not believe both philosophies can exist at the same time; however, during my study it became apparent that the two philosophies do not have to be mutually exclusive. In sharing my personal philosophy of education, I will share the benefits of both theories and how I would like to see them combined for the benefit of my school and
According to Tronto (1993:102), care implies is reaching out to something and generally involves some type of action. In addition, it is not restricted to human interaction with others (can revolve around objects or environment), care varies across cultures, it is an ongoing process and can be regarded as both a practice and disposition (Tronto, 1993:104). Moreover, there are different interconnected phases of caring. Firstly, ‘caring about’ involves the recognition that care is necessary, secondly, ‘taking care of’ involves assuming some level of responsibility for the identified need and ultimately determining how to address it, thirdly, ‘care-giving’ involves meeting the direct needs for care (physical work) and lastly, ‘care-receiving’, recognizes that the particular object of care will respond to the specific level of care it receives (Tronto, 1993:104-107). Nonetheless, in reality, despite care being an integrated and ongoing process, there is likely to be conflict within each of the phases of care and between them (Tronto, 1993:104-109).
This essay will explained the kind of teacher professional identity promoted by SACE and COTEP under the pillars of curriculum 2005 and NQF forming part of the white paper 1995 in redefining identity and difference in the education system after 1994 and it will also discuss how this identity did not and could not match the realities on the ground. Professionalism is the personal effort to act in a job that reveals fitting attitudes, behaviors and practices of the job. In teaching these attitudes may be: “having specialized knowledge which is the content knowledge and the ability to teach were teachers gain this on a lengthy period of higher education which is a four years to obtain the B ed degree were in the lengthy period teachers in the making learn to focus client interest maintaining a high level of responsibility learning and obtaining the ethical code of conduct” (SAIDE, 2010). By producing good quality results a teacher will be showing professional skills. Professionals require considerable freedom or autonomy to make judgments because they have to draw on knowledge based skills It is also showing that you believe in being professionally autonomous while accountable to the standards of you practice by having professional control over the credentials and the entry to teaching” ( SAIDE, 2010).
So, whenever I found an opportunity or whenever a teacher researcher, a colleague, a teacher trainer or a novice teacher requested to observe my lesson, without hesitation, I accepted to be observed throughout my lessons. Although they wanted to make use of the observation for their study or for their professional development, I also benefit from these observations by asking them to comment on my
Sadker & Sadker (2017) believes that, “behind every school and every teacher is a set of related beliefs--a philosophy of education--that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher's role, and what should be taught and by what methods” (Chapter 9). I seek to adopt the progressivism approach. Progressive education rejects traditional education as it is child-centred and not subject-centred (Reedy, 2017). My Philosophy of education requires me to ask myself questions on why do I teach, what do I teach and how do I teach.
Teaching is not controlling, but rather working with the students to learn, grow, and succeed together. By having strong student-teacher relationships with students, the classroom will be a place for each member to express their feelings and work together. Academic success depends on these close relationships and guidance that teachers and students have with one another. Classroom management aims at establishing student self-control through a process of promoting positive student achievement and behavior. Thus, academic achievement, teacher efficacy, and teacher and student behavior are directly linked with the concept of classroom management.
Some of these concerns have been explored and articulated by such as Shirley Grundy, who sees it as overly dependent on “cultivation of wisdom and meaning-making in the classroom” and as a result the actual capability of students to “make sense” of subject matter and the world around them, can be