Muhammad Shahid Iqbal Khan (8612) Assignment 1
Muhammad Shahid Iqbal Khan (8612) Assignment 1
Muhammad Shahid Iqbal Khan (8612) Assignment 1
PROFESSIONALISM:
now you have got the concept of profession and characteristic of a profession, let’s
see what professionalism is and how professionals behave: Professionalism comes
with obligations/responsibilities which must at all times be discharged by the
professionals for the benefit of the public at large. Members of a profession are bound
to deliver a professional standard work. This means that the interests of the clients are
paramount and their work is to be handled in a professional manner. It is argued that
what drives a client into retaining a professional emanates from the nature of the
professional work offered by the professional in question as well as the manner in
which the professional provides the services.
profession
professor
TEACHING AS PROFESSION:
Now let us begin with the question of the nature and occupational status of
teaching. What, roughly, is teaching? At the most general level of logical
grammar, it seems reasonable enough to regard teaching as a kind of activity
in which human beings engage.
In this respect, good teachers need, like artists, to bring qualities of expression,
creativity and imaginative flair to their teaching qualities which are not adequately
captured by any idea of grasping causal generalities and observing invariable rules.
Thus, just as a gifted comedian is one who can precisely adjust delivery and
subject matter to the mood of the audience, so a good teacher is one who is able to
perceive what is pedagogically or interpersonally salient in a specific educational
circumstance.
This aspect of the teacher’s art brings us to a topic we shall need to
revisit: that of the particularity of the craft skills of the teacher and the difficulty
of generalizing or codifying the skills of a teacher in a way that would render
them applicable across the wide diversity of circumstances in which teachers may
find themselves. Indeed, some recent educational philosophers have finely honed
this particularistic case precisely for the purpose of resisting educational
techniques the view that teaching is a kind of science-based technology which
would enable anyone to practice it, irrespective of personal characteristics or
particular circumstances. Thus, on the most basic construal of teaching, it is
arguable that there are normative or evaluative constraints on teaching, which are
less technical and aesthetic, more moral or ethical (Carr, 1999).
Advertising of legal services and price competition are related because studies
have shown that advertising results in lower prices to the consumer (same).
When this occurs, the quality of the services provided is likely to diminish
thereby having an adverse effect on the name of the profession as well as
leading to price wars which are likely to be injurious to the consumers of the
professional services.
The argument for regulating the conduct of professionals is that the standards
of the profession is premised on the basis that if too many people are allowed
into a profession, then their income will be lowered and the public will suffer
(same).
Question.No.2
professionalism.
Answer :
professionalization:
From the previous discussion, it can be concluded that the social process whereby
people come to engage in an activity for pay or as a means of livelihood is termed as
Professionalization, after fulfillment of the criteria decided by the
institution/organization. It needs some pre-requisites varying from field to field and
occupation to occupation. Similarly, in Pakistan, for entry into teaching at various
levels, requirements are different. For instance, being a faculty member at any varsity,
a research based qualification is compulsory now days; and for being a school
educator graduation along with Bed is mandatory.
CHARACTERISTICS OF PROFESSIONALISM:
1. Appearance
2. Conduct
One’s behavior should be polite and well-spoken whether one is interacting with
students, superior or co-worker. One needs to keep calm, even in tense situation.
3. Reliability
4. Competence
Professional teachers endeavor to develop into experts of their field, which sets them
apart from the rest of the pack. This means continuing education by taking new
course, attending seminar and to attain any related academic or professional
degree/qualification.
5. Ethics
Teachers must adhere to a firm code of ethics. If there is a written code, it should be
displayed all the times.
A professional teacher must continue his good attitude even when facing a hard
situation. For instance, if a colleague/teacher at your school treats you in a
confrontational manner, you should not route to the same category of deeds.
7. Phone Etiquette
8. Written Correspondence
In written communication, keep your correspondence brief and precise. Your manner
to write should be gracious, polite, civil, courteous, respectfuland formal without
being "oppressive." This should also be applied to an e-mail correspondence.
9. Organizational Skills
A professional teacher can swiftly and easily locate what is wanted. Your workplace
should be tidy and ordered, and your materials should contain only what is needed for
your presentation.
10. Accountability
Professional educators are accountable for their actions at all the times. If there is a
mistake, it must be admitted and try to fix it if probable. Don't attempt to put blame on
a coworker. If your school made a mistake, take responsibility and work to resolve the
issue.
No doubt, there has been a renewed recognition of the importance of teachers' subject
matter knowledge for teaching effectively and professionally.
Question. No 3
Answer :
PROFESSIONAL DISPOSITIONS:
Importance of Dispositions:
(Wainscot, 2002). The National Council for the Accreditation of Teacher Education
(NCATE) has commanded that NCATE has accredited colleges of education must
check teachers professional information, abilities, and important skill to enable all
students to learn.
Level One
Level Two
Level Three
Level Four
effective teaching :
Teachers can be deceived by what is appealing, habitual and popular with
students. Effective teaching is an acquired talent. Professional retreats offer
teachers the opportunity to dedicate time to those qualitative steps that result in
ongoing development. The six steps to becoming a master teacher include:
2. Promote Moral Behavior in Your Students and Yourself: Although many schools of
discipline exist, a teacher can achieve harmony in the classroom, but the real focus of
student management lies in inculcating moral behavior. Reliable responses to
classroom interactions as well as rational consequences for disobediences can be
improved through friendly mutual discussion. These cannot be found in a handbook;
but rather, can be cultivated in seminars and observance of other leading teachers.
3. Combine both Tolerance and Determination: Stamina and patience are needed for
the long drag of teaching. This means finding ways to remain healthy and able-
minded through the stressful days. By connecting with others who have discovered
methods of physical and mental revitalization teachers have a better chance of staying
motivated about teaching regardless of the many unavoidable obstacles during the
school year.
4. Plan Lessons That Works: All good teaching needs outstanding plan and reform,
beginning with a strong course that outlines the most important concepts. Without a
forum for the continuous re-tailoring of their courses, teachers are often left to work
from a textbook or on-the-fly lesson plans. Spending time in retreat with other
professionals allows teachers to lay a strong foundation for each course they teach.
Teachers need time with their colleagues outside the classroom; the temporary
success of "fun" activities can be a hindrance to the development of a master teacher.
By crafting
performance tasks and assessing them with their peers and mentors, teachers can
refine their teaching.
6. Connect Positively to the Whole-School Culture: Over time, the master teacher has
the capacity to improve the whole-school culture through excellence in teaching.
Because master teaching has as its foundation the generous impulse to assist students
and colleagues, the teacher is able to fundamentally influence others without
generating resentment. The master teacher is consistently working to benefit the
school, so he or she is not in competition with colleagues or administration.
Question.No.4
renewal.
Answer :
self -renewal:
Self-renewal is the process by which stem cells divide to make more stem cells,
perpetuating the stem cell pool throughout life. Self-renewal is division with
maintenance of the undifferentiated state. This requires cell cycle control and often
maintenance of multiphoton or pluripotency, depending on the stem cell.
Self-renewing persons pace themselves, set priorities, and keep pursuing their best
options. They develop a sense of mutual dependence. Says Gardner: You come to
understand that most people are neither for you nor against you; they are thinking
about themselves.
"Self-Renewal: The Individual and the Innovative Society",
Gardner (1963/1981) defined standards concerning the self-renewing person. His
clarification showed a representation of perfect traits of people strongly keen on
the procedure of lifelong learning. He sets that self-renewing people will demonstrate
confirmation of a framework for continually renewing, inquiry and hard decision
making, self-information, the bravery to risk failure, productive relations with other
individuals, critical thinking, and a solid inspiration to be engaged with something
about which they mind profoundly. These qualities will be examined independently
although together, they frame a predictable entire, a complete mindset.
The self-renewing individual has built up a genuine "framework or system inside
which continuous development, renewal and rebirth can happen" (p. 5). To
explain this structure, Gardner utilizes the representation of a balanced ecological
framework where, a similar framework, a few things are being conceived
while others are prospering and still others are dying by this (p. 5). A similar
representation is utilized as a part of The Ecology of School Renewal
(Goodlad,1987). The thought is same like the three elements of teacher
education given by Schlechty and Whitford.
Gardner goes to considerable debate to clarify that mutual purposes for a society
show up at first to be an upkeep capacity or significant component of progression, yet
that it is through consistent reappraisal that they stay applicable and fundamental (p.
22).
Secondly, the self-renewing individual has a procedure of bringing the after
effects of change into line with long haul purposes and values (Gardner, 1963/1981, p.
This is a similar logical opposition that Joyce (1984) depicts in talking about the
uneasiness of learning. "The need to develop is incorporated with the fiber of our
being Paradoxically, in any case, we have an imbued tendency to save our creatures as
they are or were" (p. 33). Genuine development requires disequilibrium rather than
comfort; issues and various opinions challenge fixes state of minds (p. 34). Another
method for putting this is the self-renewal individual, in continuously searching for
different opportunities or better approaches for identifying, anticipating, or taking care
of issues and problems, hasbuilt up a disposition for thinking and applying knowledge
(Resnick & Klopfer, 1989, p. 7). The attitude of looking for different solutions resists
rigidity and a reliance on support of the well-known or existing conditions while
enabling change to be deliberate rather than a request of trends. In this way "the self
isn't something instant or ready-made, yet something in consistent development
through decision of activity." (Dewey, 1916/1966, p. 351) It appears to be, at that
point, that restricted to adapt to change and accomplish some similarity of adjust is to
perceive that neither the person's nor the association's imperativeness and
improvement can be left to risk; it must be an orderly and continuous development
with a system of deliberately analyzed values.
Question No.5
Answer
PROFESSIONAL TEACHER:
Is the licensed professional who possess dignity and reputation with high moral
values as well as technical and professional comptence. S/he adheres to, observes,
and practices a set of ethical and moral principles, standards and values. “A
professional teacher perceives himself/herself as someone who can effect change,
(sense of efficiency) because s/he is an expert in what s/he teaches (subject matter
knowledge, and in how he/she teaches (pedagogical knowledge.)
A professional teacher is a person who cares enough about his/her students
irrespective of their color, creed and caste; to whom the students can approach with
any problem or concern. S/he abides by professional code of conduct and earns great
respect. In dictionary, the word teacher has various meanings as detailed below:
The OECD 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: Working with others, working with knowledge, technology and
information, and Working in and with society.
Qualities:
Teachers are eager about their topic and contentment in sharing what they
have learned. Sometimes it appears that they can go on forever about their
subject
while negating the idea that they are an "expert." Good teachers will tell you they
are students, not teachers. These two qualities are the primary and distinctive
features of a teacher. Love of knowledge and a love of contributing to the
development of others. At times the primary characteristics become
contaminated by other drives and needs such as the need for status, authority,
exhibitionism and any other of many human needs that make us less than who we
want to be.
Admirable teachers learn to control these needs and to keep them out of the
teaching arena as much as possible. Some teachers are better at this than others
and they are better or worse teachers because of their abilities to control the
extraneous (non-teaching) factors.
I. Reflective Practitioner
IV. Moral-agent
V. Role model
REFLECTIVE PRACTITIONER
4. Reflection is not a linear process, but a cyclical one where reflection leads
to the development of new ideas which are then used to plan the next stages of
learning