Assignment On Professionalism In Education

The boundaries between the teaching role and other professional roles including points of referral to meet the needs of learners

I believe that most important indicators of professionalism that I possess are respect, accountability and tenacity. I show respect by listening, being fair, and following through. Instead of seeking to control children’s behavior, rather try to respect and understand it. Being accountable not only means being responsible for something but also ultimately being answerable for your actions. Being engaged as a teacher is important to professionalism because

Professionalism is an adherence to a set of values comprising both a formally agreed-upon code of conduct and the informal expectations of colleagues, clients and society. The key values include acting in a patient's interest, responsiveness to the health needs of society, maintaining the highest standards of excellence in the practice of medicine and in the generation and dissemination of knowledge. In addition to medical knowledge and skills, medical professionals should present psychosocial and humanistic qualities such as caring, empathy, humility and compassion, as well as social responsibility and sensitivity to people's culture and beliefs. All these qualities are expected of members of highly trained professions.

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

Avis et al (2010) state that historically, only occupations such as Doctors, Solicitors, the Clergy and Bank Managers were worthy of the title of being called a “Professional”. However they go on to say that this has changed over time to the point whereby much more diverse groups are describing themselves within the category of being professional to the point that the term becomes meaningless. That said, they do agree that a professional should hold a set of specific skills and knowledge that are gained through a certain amount of training and “should be used for the benefit of society”. Teachers, lecturers and trainers clearly fit within this remit. Scales (2008) lists professionalism as one of the traits of an effective teacher. He goes on the say that professionalism is multi-faceted, citing the way teachers behave, look, the way interact with their students, how they talk and how they prepare and plan their work all form what he believes makes a professional.

Reflection is described as a way of reviewing experiences from practice so that it can be described and analysed and used to change future practice (Bulman and Schutz, 2004).

The term “reflection” directly refers to one’s own ability for serious thought or consideration regarding events, which have occurred in the past. Professional bodies and organisations utilise reflective practice within continuous professional development as an effective tool to evoke critical thoughts regarding their own actions. This analysis of one’s own

The thought of professionalism conjures up many ideas, and possibly pre-conceived judgements. These will not always be classed as positive or negative, but will undoubtedly have a profound effect on the way you are perceived in your area of work or chosen profession.

When nurses promote collaborative interdisciplinary care, they are ensuring the availability and accessibility of quality health care (ANA, 2010). As the nursing supervisor in this clinical setting, I would hold a staff meeting with the family nurse practitioner (FNP), nurse, licensed vocational nurse (LVN), nutritionist, and social worker. I would ask them to speak about their areas of expertise and explain how their knowledge will enhance this clinical team. The nutritionist’s expertise in diet, the social worker’s fluency in Spanish, the LVN’s training in education, and the nurse’s specialization in

The Merriam-Webster Online Dictionary defines professionalism as the conduct, aims, or qualities that characterize or mark a profession or a professional person. Yet the White Paper on Pharmacy Student Professionalism says it is displaying values, beliefs and attitudes that put the needs of another about your personal needs. There is still another definition. The Medical Professionalism Project says professionalism is the basis of medicine's contract with society. It demands placing the interests of patients above those of the physician, setting and maintaining standards of competence and integrity, and providing expert advice to society on matters of health. In my opinion, a person's attitude, values, and behaviors

It is important that the image educators project both in and outside the school environment should be professionally responsible and worthy. The professionalization of any occupation is determined by the people who practise that occupation. That is why educators are placed as practitioners in the foreground. A person practising this occupation should be specialised trained, have an effective performance etc. and maintain a professional code of conduct. An educator’s professional image is made up of their own view of their profession. Their image must be one of a mature independent person with self-confidence and also takes responsibility for helping kids to become responsible adults. The teaching profession must develop its own professional pride, conscience and consciousness. Educators working conditions demands challenges as well as their contribution as community leaders. Educators must view every relationship they establish as a partnership. Educators enter partnerships with the organised teaching profession, learners, parents and

Teaching, according to the Teacher’s Training Agency, “…is a job for those who like and respect young people” (2005). Andrew clearly from his responses, suffered during his schooling, and perhaps felt disrespected as a result of being labelled. His position as an educator a number of years later, enable him to look quite critically upon his educators, almost, one could argue with an expert eye.

This argument analysis will be examining the article Professionalism, Teacher Efficacy and Standards-Based Education . The article examines and explains the consequences of organizing teaching in a blue-collar manner rather than as a professional endeavor. Overall, the article argues the reality of teaching profession not as the significant driver of educational innovation, research and policy; but it is the educators who end up shouldering most of the blame. It focuses mainly on professionalizing teaching as one of the important reasons to systematically engage in collaborative practices and using data to build efficacy. This analysis identifies the main assertions, the comparisons and evidences used to support these claims and the key perspectives. Sagor enumerates the key differences between professional and blue-collar pursuits and the optimistic implications of action research to the school improvement process. Finally, the assumptions underlying the article as are analyzed.

According to Linda Darling-Hammond (1997), regular opportunities, in the form of professional development, must be given to teachers so they learn from on another. Professional development gives teachers a chance to up date, how children learn, new technological tools for the classroom curriculum resources that are new. Ongoing professional development is collaborative, experiential and trains teachers to connect and derive new knowledge from interacting with their students and learning about their culture. Consistent profession learning of teachers is a factor in the determination of quality teaching. Research shows that professional learning affects student learning and achievement.If we are to be a quality school with expert teachers “that is teachers who know a lot about teaching and learning and who work in environments that allow them to know students well are the critical elements of successful learning” (p. 8).

Mehta’s second justification for characterizing teachers as a “semi-profession” is teachers’ ineffectiveness in acting as “guardians of the public good”. For instance, because many other professions were increasingly perceived as more interested in protecting their members than in improving their practice, “education has been unable to convince the public that a specialized body of knowledge is required for teaching, authority, more than most professionals depends on a perceived commitment to helping their students.” (Mehta 2013:122). Consequently, it has also engendered a diminished protection of monopoly status and more market control. This is an issue because teachers are the ones that are truly making recurring ‘change’ happen in society. One of their most difficult tasks is the challenge of setting standards for practice because the growing fiscal state, fiscal responsibility and investor pressure has engendered more state and capital control.