Pr

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Assi
gnmentNo.1

AUTUMN2018

Pr
ofessi
onal
i
sm i
nTeachi
ng(
8612)

Q.
1Def i
neprof
essi
on.Whatar
ethechar
act
eri
sti
csofpr
ofessi
on?Di
scusst
eachi
ngas
pr
ofessi
on.

CONCEPTOFPROFESSI
ON

Apr of
essionisav ocat
ionrequiri
ngadvancededucat
ionandTrai
ning(Garner
,2004)
.It
mayal sobedef i
nedasal earnedacti
vit
ythati
nvol
vesfor
mal t
rai
ning,
butwi t
hina
broadintel
lect
ualcontext(Bell
,1973)
.Accordi
ngtoBoone(2001)
,professi
onsare
basedon:

“Scienti
ficandphilosophicalfactsacqui r
edt hr
oughschol arl
yendeary our.I
ndivi
dual
s
whoent eraprofessiondosof orreasonst hatdisti
nguishthem from ot herworkor
vocations.Theyunder standthattheirwor krender sauniquepubl icservicewitha
scienti
fi
corphi l
osophi calbasisand/ orbodyofknowl edgethatrequiresanext ended
periodofacademi candhands- onpr eparati
on.Pr ofessi
onsareal sobasedon
speciali
zedskill
snecessar yforthepr of
essionaltoper f
ormint hepubl i
cservice.”

Anumberofchar
act
eri
sti
csofpr
ofessi
onsar
eident
if
iedi
ntheexcer
pt.

Fi
rst
,pr
ofessi
onsar
ebasedonphi
l
osophyacqui
redt
hroughadv
ancedt
rai
ning.

Second,
prof
essi
onal
srenderuni
quepubl
i
cser
viceswhi
chr
equi
reext
ensi
vet
rai
ning.

Thi
rd,
prof
essi
onal
wor
kneedst
hor
oughpr
epar
ati
onbecauseofi
tsuni
quenat
ure.

Four
th,
prof
essi
onsar
ebasedonspeci
ali
zedski
l
l,

Fi
ft
h,pr
ofessi
onal
ser
vicesshoul
dber
ender
edf
ort
hebenef
itoft
hepubl
i
c.

TheAustr
ali
anCounci
lofPr
ofessi
ons(
2004)
,whi
chdef
inedapr
ofessi
oni
nthe
fol
l
owingter
ms:

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“Apr ofessionisadi scipli

nedgr oupofi ndi vi
dual swhoadher et oet hi
cal standar dsand
uphol dthemsel vest o, andar eaccept edby ,thepubl icaspossessi ngspeci alknowledge
andski ll
sinawi delyr ecogni zedbodyofl earni ngder iv
edfrom r esearch,educat ionand
tr
ainingatahi ghl evel,andwhoar epr epar edt oexer ci
sethisknowl edgeandt heseski
ll
s
i
nt hei nt
erestofot hers.Itisi nherentint hedef initi
onofapr of essiont hatacodeof
ethicsgov ernstheact ivit
iesofeachpr ofessi on.Suchcodesr equi rebehav iorand
practicebey ondt heper sonal mor alobligationsofani ndi
vidual .Theydef i
neand
demandhi ghst andar dsofbehav iorinrespectt ot heservi
cespr ovidedtot hepubl i
cand
i
ndeal i
ngwi thpr ofessional colleagues.Fur ther ,thesecodesar eenf orcedbyt he
professionandar eacknowl edgedandaccept edbyt hecommuni ty.
”

Thi
sdef
ini
ti
oni
dent
if
iesanumberofi
mpor
tantchar
act
eri
sti
csofpr
ofessi
ons.

Fi
rst
,thatapr
ofessi
onmustbedi
sci
pli
ned.

Second,apr
ofessi
onmustadheretocer
tai
nethi
calst
andardswhichar
eaccept
edas
bindingonall
member soft
hatprof
essi
on.Thesest
andardsarepr
escri
bedi
nwhatis
referredt
oasacodeofethi
cs.

Thi
rd,membersofapr
ofessionhavespeci
alknowl
edgeandski
l
lsduet
othei
rwi
de
andspeci
alt
rai
ningi
naparti
cularf
iel
d.

Fourt
h,pr
ofessi
onsmustof
fert
hei
rser
vicesf
ort
hebenef
itoft
heent
ir
epubl
i
cand
notf
orthei
rownpersonal
gai
n.

Fif
th,pr
ofessi
onalsareexpectedt
ohavehighstandardsofbehavi
oratal
lti
mes
becauseofthesensit
ivenatur
eoftheser
vicest
heypr ovi
detothepubl
ic.

Si
xth,
thecodesofconductwhi
chregul
atet
heprof
essi
onal
sar
eenforcedagai
nst
t
hem andareacknowl
edgedevenbythesoci
ety(
Juman&Tom,2001).

TEACHI
NGASPROFESSI
ON

Nowl etusbeginwi t
hthequesti
onoft henatur
eandoccupati
onalst
atusof
teachi
ng.What,roughly
,ist
eaching?Atthemostgener
allevel
oflogi
calgrammar
,it
seemsr easonableenoughtoregardteachi
ngasakindofacti
vit
yinwhichhuman
beingsengage.

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Mor eover,
asalr
eadynot ed,educati
onappearstobear atherlargerandbroader
enterpri
setowhicht eachingmayormaynotcont r
ibute.Butifteachingisanintent
ional
acti
v i
ty,wi
thwhatpur posedoweengagei nit?Theanswer ,nonet heworsefor
obviousness,
isthatt hepurposeoft eachi
ngistobri
ngaboutl earning;i
tisasignif
icant
consequenceoft his,ofcourse,thati
tisnotpossi
bletodefineteachingotherthanby
ref
er encetol
earning.

Furt
heritmaybear guedthataconcept ionofef f
ectiv
et eachingasbasicallyamatterof
theacquisit
ionofbehav ioural ski l
l
sist hedomi nantpoli
t i
calandprofessional
educati
onal paradigm oft hepr esentday( Bryan,2004).Allel
seapar t,
teachingdoesnot
seem tobet hesor toftechnical noti
onwhi chrequiressophi sti
cat
edsci ent
ifi
cenquir
y
tounderstand(like‘ quark’or‘phot on’).Indeed,itisnotjustthatsucht ermsas‘ t
eaching’
and‘l
earning’arel earnedatourmot her’sknees, butthatther ei
sar ealenoughsensei n
whichany one,ev enqui t
esmal l chil
dren, bothcananddot each.

Thedegreet owhi chanyki ndofr esear ch-basedknow- howi sactuall

ynecessar yfor
eff
ecti
veteachi ng, then, i
satl eastquest i
onable,alt
hought hereisnodoubtsomet hi
ng
tobesaidforsy stemat i
cat t
empt st oimpr ov eourpre-theoret
icalpedagogical
knowledge.Gener all
y ,
howev er,i
tisar guablet hathunchandi ntui
tionplayasgr eata
parti
ngoodt eachi ngast echnicalrulef ol
lowing,andt hatgoodori nspi
redt eachi
ngmay
notbethemostt echni call
yinformedorsy stemat i
c.Indeed,onext r
emev er
sionsofthi
s
vi
ew,itcouldbesuggest edthatat oot echni calapproacht opedagogyl eadsonlyto
mechanical,uninspi redorl if
elessteachi ng.

From t
hispointofview,i
tisnotuncommonf orteachi
ngt oberegardedasanartmor
e
thanaskill
oracr af
t–atleastinanytechni
calorappl
iedsciencesensesofthese
terms–andt herecanbenodoubtt hatther
earesigni
f i
cantt
hespianordramati
c
dimensionstoteachingwhichgi
veitmorethecharacterofaperformanceartt
hana
techni
calskil
l
.

Inthi
sr espect
,goodteachersneed, l
i
kear t
ists,t
obr i
ngquali
ti
esofexpr
ession,
creati
vit
yandimaginati
vef l
airtothei
rteaching–qual i
ti
eswhicharenotadequatel
y
capturedbyanyideaofgr aspingcausalgener al
i
tiesandobserv
ingi
nvari
abl
er ul
es.

Thus,justasagi
ft
edcomedianisonewhocanprecisel
yadjustdel
i
v er
yandsubject
mattertothemoodoftheaudi
ence,soagoodteacheri
sonewhoi sabletopercei
ve
whatispedagogi
call
yori
nter
personal
l
ysal
ienti
naspecifi
ceducationalci
rcumst
ance.

Thisaspectoftheteacher
’sartbri
ngsustoatopicweshall needtor
evisi
t:thatof
thepart
icul
ari
tyofthecraf
tskil
lsofthet
eacherandthediff
icult
yofgeneral
izingor
codify
ingtheskil
l
sofat eacherinawaythatwouldrenderthem appl
i
cableacr osst
he

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widedi versi
tyofci rcumst ancesi nwhichteachersmayf i
ndthemsel ves.Indeed,some
recenteducat i
onal philosopher shavef i
nel
yhonedt his‘
part
icular
isti
c’casepr eci
selyfor
thepur poseofr esist i
ngeducat ionalt
echniques–t hev i
ewt hatteachingisaki ndof
science-basedt echnol ogywhi chwoul denableany onetopracticeit,
irr
espect i
veof
personal characteristicsorpar ticul
arcir
cumst ances.Thus,ont hemostbasi cconstrual
ofteachi ng,i
tisar guabl et hattherearenormat i
veorev al
uativeconstraintson
teaching,whichar el esst echnicalandaesthetic,mor emoralorethical(Carr,1999).

-------------------

Q.
2Defineprofessi
onalism anddescr
ibei
tschar
act
eri
sti
cs?Descr
ibepr
ofessi
onal
r
esponsibi
l
iti
esofat eacher.

PROFESSI
ONALI
SM

Ev eryprofessiondemandssomespeci ali
zedski ll
s; i
nt hisconnect i
on, t
eachi ngpr ofession
demandspeci al
izedski ll
sr elatedt opedagogyoft eachi ng.Themet hodsofi nstruct i
ont hat
cli
maxast udent'si nterestandmaket hel earningmeani ngfulandmemor ablear ewant edt oo.
Disposi t
ionsar eal sot heaspectoft eacherpr eparationt hataddr esseswhati ssi ghtedas
prof essi
onal i
sm, i
.e.Teacherpr epar ationpr ogramsacr osst hecount ryemphasi zet hreev it
al
element si ntheirpr ograms.Thoseel ement sar epr epar i
ngaspi r
ingeducat orst opossessand
demonst ratetheknowl edge, skil
lsanddi sposi t
ions.Wi t houtauni versall
yaccept eddef i
niti
on
thati saccompani edbyt hechar acteristi
csorqual i
t i
esv aluedasi ndicatorsofapr ofessi onal,
l
abel i
ngorst ati
ngt hatourt eachercandi dateshav eat tai nedthisstatusi squest ionable.Wi thi
n
manyt eacherpr epar ationpr ograms, itisassumedort akenf orgr antedt hatpr e-serv i
ce
teacher swi l
lsimpl ybecomepr ofessional sasar esultofcompl eti
ngt het eachereducat ion
progr am.Or ,perhapst eachereducat orsbel i
ev ethatpr of essionaldisposi ti
onswi llbe
aut omat i
callyacqui redt hroughf iel
dexper i
ences.Compr ehensivelyspeaki ng,pr ofessi onali
sm
andhowi tistobeacqui redshoul dbeaf ocusofev eryt eachereducat ionpr ogr am.

CHARACTERI
STI
CSOFPROFESSI
ONALI
SM

1.Appear
ance

Aprofessi
onalteacheri
sneati
nlook.I
tshouldbemadesur
etomeetrequi
rement
sofyour
school
'sdresscode,andspeci
alat
tent
ionshoul
dbepai
dtoappear
ancewhenmeeting
i
ndivi
dualsatschool.

2.Conduct

One’
sbehav
iorshoul
dbepol
i
teandwel
l
-spokenwhet
heronei
sint
eract
ingwi
thst
udent
s,

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super
iororco-
wor
ker
.Oneneedst
okeepcal
m,ev
eni
ntensesi
tuat
ion.

3.Rel
i
abi
l
ity

Astheprofessi
onaleducator
,onewil
lbecountedont
of i
ndawayt
ogetajobdone.
Respondi
ngt othepersonsprompt
lyandful
fi
ll
i
ngpromiseont
imei
salsoi
mperati
ve,ast
his
showsreli
abil
it
y.

4.Compet
ence

Prof
essionalt
eachersendeavortodevel
opi nt
oexpertsofthei
rfiel
d,whichsetsthem apar
t
fr
om therestofthepack.Thismeanscontinuingeducat
ionbytakingnewcour se,at
tendi
ng
seminarandtoattai
nanyr el
atedacademicorpr of
essi
onaldegree/qual
i
f i
cat
ion.

5.Et
hics

Teacher
smustadher
etoaf
ir
m codeofet
hics.I
fther
eisawr
it
tencode,
itshoul
dbedi
spl
ayed
al
ltheti
mes.

6.Mai
ntai
ningYourPoi
se

Aprofessi
onalteachermustcont i
nuehi
sgoodat ti
tudeev
enwhenfacingahardsi
tuati
on.For
i
nstance,i
facolleague/
teacheratyourschool
treatsyoui
naconf
rontati
onalmanner,
you
shoul
dnotr out
et othesamecat egor
yofdeeds.

7.PhoneEt
iquet
te

Thephoneet i
quettei
s,aswel
l,akeyelementofprofessi
onali
sm.I
tmeanstoint
roduceyoursel
f
byfull
name, i
nsti
tuti
onanddesignat
ionwhenyoudi alaphonecal
l
.Besurenottodominatethe
conversat
ionandlist
enint
ent
lytotheotheri
ndi
vidual.

8.Wr
it
tenCor
respondence

Inwri
ttencommunicati
on,keepyourcorr
espondencebriefandpr
eci
se.Yourmannertowri
te
shouldbegraci
ous,pol
it
e,ci
vil
,cour
teous,r
espectf
ulandf or
malwit
houtbei
ng"oppr
essi
ve.
"
Thisshoul
dalsobeappliedtoanemai lcor
respondence.

9.Or
gani
zat
ional
Ski
l
ls

Aprofessi
onalteachercanswif
tl
yandeasil
ylocat
ewhati
swanted.Yourworkpl
aceshouldbe
t
idyandordered,andy ourmat
eri
alsshoul
dcontai
nonl
ywhati
sneededf ory
ourpresent
ati
on.

10.Account
abi
l
ity

Pr
ofessi
onal
educat
orsareaccountabl
eforthei
racti
onsatal
lthet
imes.I
fther
eisamist
ake,i
t
mustbeadmitt
edandtr
ytofixiti
fprobabl
e.Don'tat
temptt
oputblameonacoworker
.Ifyour

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school
madeami
stake,
taker
esponsi
bil
i
tyandwor
ktor
esol
vet
hei
ssue.

11.Subj
ectandPedagogi
cal
Knowl
edge

Nodoubt,
therehasbeenarenewedrecognit
ionoft
heimpor
tanceoft
eacher
s'subj
ectmat
ter
knowl
edgeforteachi
ngef
fect
ivel
yandprofessi
onal
ly
.

PROFESSI
ONALRESPONSI
BILI
TIESOFATEACHER

Component
s:

1.Ref
lect
ingonTeachi
ng

ar
ti
cul
atesanunder
standi
ngofl
essons’
goal
sandobj
ect
ives

st
atest
hest
rengt
hsandweaknessesofl
essonsbasedondat
a

anal
yzesst
udent
s’par
ti
cipat
ioni
nter
msofcont
entcompr
ehensi
on

encour
agespar
ti
cipat
ionf
rom di
ver
sest
udentpopul
ati
ons

wr
it
esr
efl
ect
ionsaboutl
essonsandr
efi
nessubsequenti
nst
ruct
ion

accept
sfeedbackandi
mpl
ement
srecommendat
ions

dev
elopswr
it
tenpl
ansf
ori
mpr
ovement

2.Mai
ntai
ningAccur
ateRecor
ds

r
ecor
dsandupdat
est
her
esul
tsofst
udent
s’assi
gnment
s

col
l
ect
sinf
ormat
ionaboutst
udent
s’pr
ogr
essi
nasy
stemat
icmanner

anal
yzesper
for
manceofst
udent
swi
thdi
ver
sel
ear
ningst
yles

mai
ntai
nsr
ecor
dsofnon-
inst
ruct
ional
act
ivi
ti
es

3.Communi
cat
ingwi
thFami
l
ies

mai
ntai
nsconf
ident
ial
i
tyi
nal
lsi
tuat
ions/
set
ti
ngs

communi
cat
esposi
ti
vei
nfor
mat
ionandconcer
nst
opar
ent
s/car
egi
ver
s

engagesf
ami
l
ymember
s/car
egi
ver
sint
hei
nst
ruct
ional
progr
am

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4.Wor
kingi
nandCont
ri
but
ingt
otheSchool
andDi
str
ict

est
abl
i
shesr
appor
twi
thmember
sofdi
ver
sepopul
ati
ons

seeksassi
stancef
rom ot
herpr
ofessi
onal
sconcer
ningt
eachi
ngandl
ear
ning

par
ti
ci
pat
esi
nschool
-r
elat
edact
ivi
ti
es

5.Gr
owi
ngandDev
elopi
ngPr
ofessi
onal
l
y

par
ti
ci
pat
esi
nst
udentt
eachi
ngsemi
nar
sandot
herr
equi
reduni
ver
sit
yev
ent
s

at
tendsal
lrequi
redschool
anddi
str
ictpr
ofessi
onal
dev
elopmentpr
ogr
ams

showsev
idenceofpar
ti
cipat
ioni
natl
eastonepr
ofessi
onal
organi
zat
ion

i
ntegr
atesi
nfor
mat
ionf
rom pr
ofessi
onal
publ
i
cat
ionsi
ntodai
l
yinst
ruct
ion

ar
ti
cul
atesaphi
l
osophyofeducat
iont
hati
ncl
udescr
it
ical
sel
f-
ref
lect
ion

6.Showi
ngPr
ofessi
onal
i
sm

at
tendspr
ompt
lyandr
egul
arl
y

dr
essespr
ofessi
onal
l
yint
heschool
set
ti
ng

pr
act
icesper
sonal
hygi
eneandneatgr
oomi
ng

compl
etesschedul
es,
assi
gnment
s,andot
herpaper
wor
kont
ime

compl
eteswor
kint
hemannerpr
escr
ibedbyt
heuni
ver
sit
yand/
ort
heschool
dist
ri
ct

compl
i
eswi
thschool
andcl
assr
ules

usesr
elev
antcodesofet
hicsf
ort
het
eachi
ngpr
ofessi
on

chal
l
engesst
ereot
ypi
cal
att
it
udes

ensur
est
hatal
lst
udent
srecei
veanequi
tabl
eoppor
tuni
tyt
osucceed

--------------------

Q.
3Def i
neprof
essi
onal
codeofconduct
.Il
l
ust
rat
edi
ff
erentki
ndsofst
andar
dsi
nteachi
ng
pr
ofessi
on.

CODEOFPROFESSI
ONALCONDUCTANDVALUES

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Pr
ofessi
onal
Codef orTeacher
srepeat
sandmakesexpl
i
citt
hev aluesandstandardst
hathave
l
ongbeenexper
iencedbytheteacher
sthr
ought
hei
racti
vepart
icipati
onint
hef i
eldofeducat
ion.

Pur
poseoft
heCode

TheCodeofPr
ofessi
onal
Conductf
orTeacher
sshoul
dbeappl
i
edt
oal
lteacher
s.I
tspur
posei
s
thr
eef
old:

1.Itfi
llsi
nasadirect
ingcompassasteacherslooktocontr
olamoralandconsciouscour
se
throughthei
rcar
eerininst
ruct
ingandt
omai ntaint
herespectandpr
ideoftheprofessi
onof
teaching.

2.I
tmightbeuti
l
izedbyt
heteachi
nggroupandthemoreext
ensi
veopent
oinf
ormt
hei
r
compr
ehensionanddesi
resoft
heteachi
ngprof
essi
on.

3.I
thasavit
allegi
ti
matest
andupandwillbeut
il
izedbytheCouncil
asasour
ceofper
spect
ive
poi
ntinpr
acti
cingi
tsinv
est
igat
iveandundert
hedisci
pli
narycapaci
ti
es.

St
ruct
ureoft
heCode

Whileconsi deri
ngt het hreepur posessetout ,
theCodest artsbyset tingoutthemor al
foundat ionoft het eachingpr ofession.Thisisembodi edinthev aluesofRespect ,
Car e,Trust
andInt egritythatar ereflectedallthrought heCode.Al ltheseimpor tantval
uesar esuppor tedby
theteacheri ntheactofhi s/herteachi ngprofession.TheCodeatt hatpointsetsoutt he
measur eswhi char ef undament altot heactoft eachingandexpect edofr egist
eredt eachers.
Thest andar dsdi stinguisheducat ors'professi
onal responsibil
it
iesandar edefi
nedt he
asserti
onsundersi xsepar ateheadings: i
ntegri
tyandconduct ;ri
ght eousness;professional
development ;collegiali
tyandt eamwor k.Thest andardsshowt heunpr edi
ctabi
li
tyanddi ff
er ent
vari
etyoft eachingandser vetoprof essi
onal j
udgmentandpr acti
ce.

Pr
ofessi
onal
Standar
dsofTeachi
ngPr
ofessi
on

Onbehal
fofteachi
ngprof
ession,
theTeachi
ngCounci
lsetsoutt
hef
oll
owi
ngst
andar
dst
hat
appl
ytoal
lteacher
sregar
dlessofthei
rposi
ti
on(
Palmer,
1998).

1.Pr
ofessi
onal
Val
uesandRel
ati
onshi
ps

TheTeacher
sshoul
d:

Bemi
ndi
ng,
reasonabl
eandf
ocusedont
hebestadv
ant
agesoft
he

Pr
epar
edbEl
masAl
i
 Pr
epar
edbyEl
masAl
i
student
s/pupi
ldependedt
othei
rcar
e,andl
ookf
ort
hei
rdev
elopment
,mot
ivat
ionandpr
aiset
o
thei
rachiev
ements.

Regardandacknowl
edgetheuniqueness,
dist
incti
onandpar
ti
cul
arneedsoft
he
pupi
ls/
student
sandimprov
etheirall
-ar
ounddevelopment
.

Befocusedonfair
nessandconsi der
ationandt oregardi
ngandobl igingdiversi
tyincluding
thosedisti
nct
ionsemergingf r
om sex,ci
vilst
atus,famil
ystatus,sexual or
ientati
on,reli
gion,age,
disabi
li
ty,r
ace,et
hnici
ty,memberoft r
avelersociet
yandf i
nancialstatus,andanyf urther
groundsasmi ghtbereferencedi
nqual i
tyrel
atedlegi
slati
onslateron.

Seektocreat
eposi
ti
verel
ati
onshi
pwithpupi
l/
student
s,par
tners,
guar
dians,
school
admini
str
ati
onandother
sintheschool
group,
thatareconsi
deredbypr
ofessi
onalhonest
yand
j
udgment

Wor
ktobui
l
dupandkeepupacul
tur
eofshar
edt
rustandr
egar
dint
hei
rschool
s.

2.Pr
ofessi
onal
Int
egr
it
y

TheTeacher
sshoul
d:

Actwi
tht
rust
wor
thi
nessandupr
ight
nessi
nal
laspect
soft
hei
rwor
k

Respectt
hepriv
acyofother
sandthesecr
ecyofgai
nedinfor
mat i
onovert
hespanof
professi
onalpr
acti
ce,
unlessalegal
basi
crequi
resex
posureortherei
salegi
ti
mateconcer
nfor
theimprovementofaperson

Representt
hemsel
vesasr
olemodel
,thei
rpr
ofessi
onal
stat
us,
capabi
l
iti
esandexper
ience
genui
nely

Uset
hei
rnameassetouti
ntheRegi
sterofTeacher
s,ov
ert
hespanoft
hei
rexper
tobl
i
gat
ions.

Avoi
dcreat
ingissuesandpr
obl
emsbet
weenthei
rpr
ofessi
onalwor
kandpr
ivat
eint
erest
s
whi
chcouldsensibl
ybeconsi
der
edt
oaff
ectadver
sel
yonstudent
s.

3.Pr
ofessi
onal
Conduct

TheTeacher
sshoul
d:

Uphol
dther
espect
,reput
ati
onandr
equi
rement
sofapr
ofessi
on

Takeever
ysi
nglesensi
blest
epinconnect
iont
othecar
eofst
udent
sundert
hei
rwat
ch,
to
guar
anteet
hei
rsecuri
tyandwelf
are

Wor
kundert
hepr
emi
sesofr
ulesandr
egul
ati
on

Complywit
hcommonnat ional
andschool
str
ategi
es,met
hodsandr
uleswhi
chi
ntendt
o
adv
ancestudent
s’t
rai
ningandwelf
areandt
hei
rsafety
.

Pr
epar
edbEl
masAl
i
 Pr
epar
edbyEl
masAl
i
Repor
t,wher
efi
tt
ing,
occur
rencesormat
ter
swhi
chef
fectonst
udent
swel
far
e

Communi catesuccessf
ull
ywithstudent
s/pupi
l
s,f
ell
owcoll
eagues,
guar
dians,
school
admini
str
ationandothersintheschoolgr
oupinawaythati
swellmanner
ed,suppor
ti
ve,andi
n
l
ightoft
rustandregard

Ensur
ethatanycor
respondencewit
hst udent
s/pupil
s,par
tner
s,guar
dians,
school
admini
str
ati
onandother
sisfit
ti
ng,i
ncludingcorr
espondencebymeansofel ect
roni
cmedi
a,f
or
exampl
e,email
,messagi
ngandsocialnetworkingsi
tes.

Ensur
ethattheydon'
tpurposel
ygetto,downl
oadorgeneral
l
ypossesswhil
eoccupi
edwi
th
school
exer
cises,i
mpropermateri
als/
pict
uresi
nelect
roni
corotherf
ormat
.

Ensurethatt
heydon'
ti
ntent
ional
l
ygett o,downloadorgener
all
ypossess,
il
li
cit
materi
als/
pict
uresi
nel
ectr
onicorotherconfi
gurati
on

Ensuret
hatt
heydon'
tpr
act
icewhi
l
eaf
fect
edbyanysubst
ancewhi
chweakenst
hei
r
per
formancet
oteach.

4.Pr
ofessi
onal
Pract
ice

TheTeacher
sshoul
d:

Maintai
nproperrequi
rement sofpr
acti
ceinconnecti
ontostudent
s/pupi
l
slear
ning,
proper
pl
anning,
observi
ng,evaluat
ing,r
eport
ingandgiv
ingfeedback.

Appl
ythei
rinsi
ghtandi
nvol
vementi
nencour
agi
ngst
udent
s/pupi
l
sal
lar
ounddev
elopment
.

Pl
anandconv
eycl
ear
,di
ff
icul
tandachi
evabl
edesi
resf
orst
udent
s/pupi
l
s.

cr
eateasi
tuat
ionwher
est
udents/pupi
lscanplayrol
easact
iveagent
sint
hel
ear
ning
pr
ocedur
eandcreat
edeepr
ootedlearni
ngabil
i
ties

Dev
elopeducat
ing,l
earni
ngandassessmentprocedur
est
hathel
psepar
atedl
ear
ningi
naway
t
hatr
egardsthedigni
tyofal
lthest
udents/
pupi
ls.

I
nformthei
rprofessionalj
udgmentandpr act
icebyconnect
ingwit
h,andponderi
ngon
st
udents/
pupi
lsimprov ement,l
earni
ngt heori
es,teachi
ngmethod,
educati
onalpr
ograms,
mor
al
pr
acti
ce,t
eachi
ngst rategyandlegi
slat
ion.

I
nasetti
ngofshar
edregar
d,beopenandrecept
ivet
ovaluabl
einputwi
thr
espectt
othei
r
pr
act
iceandl
ookforpr
operhel
p,encour
agementanddir
ecti
on

Actt
othegr
eat
estadv
ant
ageofst
udent
s/pupi
l
s.

5.Pr
ofessi
onal
Dev
elopment

TheTeacher
sshoul
d:

Pr
epar
edbEl
masAl
i
 Pr
epar
edbyEl
masAl
i
t
akemoral obl
igati
onr egar
dingmanagi ngandenhancingt henatur
eoftheirprofessional
practi
ceby:curr
ent l
ykeepingupt heirprofessi
onal
lylearni
ngandcompr ehensiont oensureiti
s
refl
ecti
ngandbasi cal
lyassessingtheirprofessi
onalpracti
ce,inli
ghtoft
heirprofessional
knowledgebasepr ovidechancesf orli
felongprof
essionaldevelopment.

6.Pr
ofessi
onal
Col
l
egi
ali
tyandCol
l
abor
ati
on

Thet
eacher
sshoul
d:

Wor kwit
hf el
l
owcolleaguesandstudentteachersinl
ightofal
egi
ti
mateconcer
nforshar
ing,
creat
ingandsupporti
nggreatpracti
ceandkeepi ngupthemostast
oundi
ngnatur
eof
educati
onalacti
vi
ti
esandexperiencesforstudents/
pupil
s.

Wor kinacooper
ati
vewaywi thstudents/pupil
s,guar
dians/gat
ekeepers,
schooladminist
rat
ion,
di
fferenti
ndi
vi
dual
sfrom staff
,rel
evantprofessi
onalsandt hemoreextensi
veschoolgroup,as
fi
tt
ing,inl
ooki
ngtosuccessful
lyaddresstheissuesofstudents/pupi
ls.

Cooper
atewit
htheInspect
orateoftheDepar
tmentofEducati
onandSki
l
lsandot
herst
atut
ory
andopennon-
stat
utor
yeducational
andappropri
atesuppor
tservi
ces.

Engagewit
ht hepl
anni
ng,
execut
ionandassessmentofeducat
ional
progr
amsatcl
assr
oom
andschool
level.

--------------------

Q.
4Def
iner
efl
ect
ivepr
act
ice.Al
sodescr
iber
efl
ect
ivet
eachi
ng.

REFLECTI
VEPRACTI
CE

Reflectivepracticeistheabil
it
ytorefl
ectonone'sact
ionssoast oengageinaprocessof
continuousl earning.Accor
dingtoonedefini
ti
onitinv
olves"payi
ngcri
ti
calatt
enti
ontot he
practicalval
uesandt heori
eswhichinfor
m every
dayactions,byexami
ningpract
iceref
lecti
vel
y
andr eflexi
vely.

A'reflecti
vepractit
ioner'issomeonewho, atregularintervals,
looksbackatt hewor ktheydo,
andt hewor kprocess, andconsi dershowt heycani mpr ove.They' refl
ect'ont hewor ktheyhav e
done.Thus, Reflecti
vet eachingisapr ocesswher eteacher sthinkov ertheirteachi
ngpr act
ices,
analyzinghowsomet hi
ngwast aughtandhowt hepr acticemightbei mprov edorchangedf or
betterlearni
ngout comes.Teacher swhopr omot ereflectiv
eclassr oomsensur ethatstudent s
areful l
yengagedi nthepr ocessofmaki ngmeani ng.Unf ort
unat el
y,educat orsdon'toftenask
student storef
lectont heirlear
ning.

Refl
ect
ivepr
act
icei
swidel
yconsider
edtobeanimportantact
ivi
tyforpr
ofessionaldevel
opment
.
Therei
sahugeamountofli
ter
atureexpl
ori
nganddebati
ngrefl
ecti
onandr ef
lecti
vepracti
cei
n

Pr
epar
edbEl
masAl
i
 Pr
epar
edbyEl
masAl
i
educat
ion.Ther
ear
esomekeyf
eat
uresofr
efl
ect
iont
hatar
ewi
del
yaccept
ed:

1.Ref
lect
ionr
esul
tsi
nlear
ning–t
hroughchangi
ngi
deasandy
ourunder
standi
ngoft
he
si
tuat
ion

2.Ref
lect
ioni
sanact
ivepr
ocessofl
ear
ningandi
smor
ethant
hinki
ngort
hought
ful
act
ion

3.Ref
lect
ioni
nvol
vespr
obl
emat
izi
ngt
eachi
ngbyr
ecogni
zi
ngt
hatpr
act
icei
snotwi
thout
di
lemmasandissues

4.Ref
lect
ioni
snotal
i
nearpr
ocess,butacycl
i
calonewhereref
lect
ionl
eadst
othedev
elopment
ofnewideaswhi
char
ethenusedtoplant
henextstagesofl
ear
ning

5.Ref
lect
ionencouragesl
ooki
ngatissuesfr
om di
ff
erentper
specti
ves,
whi
chhelpsyout
o
under
standtheissueandscr
uti
nizeyourownval
ues,assumpti
onsandper
spect
ive.

REFLECTI
VETEACHI
NG

Teacherscanbedecei v
edbywhati sappeal
i
ng, habi
tualandpopularwit
hstudents.Ef
fect
ive
teachingisanacqui r
edtal
ent
.Professi
onalret
reatsoffert
eacher
st heopportuni
tytodedi
cate
ti
met othosequali
tati
vest
epsthatresul
tinongoingdev el
opment.Thesixstepstobecominga
mast erteacheri
nclude:

1.Reali
zeYourMot ivesforTeaching:Animpor tantexerciseincont i
nuousexcellenceof
teachi
ngisidentifyi
ngper sonswhoi nf
luencedy out obecomeat eacher.Al mostevery
bodycan
namet woort hreeteacher swhochangedt hepat hofhi sorherl i
fe.Somef oundpr i
maryschool
teacher
swhodi scoveredt hei
rapti
tudeandabi l
ity.Othersdiscoveredtheirconfi
dencethrough
recogni
ti
onoft heirpotentiali
naspecificsubject.Bydiscussi nganddef i
ningthequali
tiesof
thoseexemplaryt eacherswhent heywer estudents,professional
sbegi ntodefinetherootsof
thei
rownt eaching.

2.Promot eMoralBehaviorinYourStudentsandYour self

: Al
thoughmanyschool sofdisci
pli
ne
exist,
ateachercanachiev eharmonyinthecl assr
oom, buttherealfocusofstudent
managementl i
esininculcati
ngmor albehavior.Rel
iableresponsest oclassr
oom int
eracti
onsas
wellasrati
onalconsequencesf ordi
sobediencescanbei mpr ovedthroughfr
iendlymutual
discussi
on.Thesecannotbef oundi
nahandbook; butr ather,
canbecul ti
vat
edinsemi nar
sand
observanceofotherleadingteacher
s.

3.Combi nebot hToleranceandDet erminat

ion:St
aminaandpat i
enceareneededforthelong
dragoft eaching.Thismeansf i
ndingway storemainhealt
hyandabl emindedthr
ought he
stressf
ul days.Byconnect ingwithotherswhohav ediscov
eredmet hodsofphysi
calandmental
revit
ali
zation,teachershaveabet terchanceofstayi
ngmot iv
atedaboutteachi
ngregardl
essof
themanyunav oidabl
eobst acl
esdur i
ngtheschoolyear.

4.Pl
anLessonsThatWor
ks:
All
goodt
eachi
ngneedsout
standi
ngpl
anandr
efor
m,begi
nni
ng

Pr
epar
edbEl
masAl
i
 Pr
epar
edbyEl
masAl
i
withast r
ongcour sethatoutl
inesthemostimpor t
antconcepts.Wit
houtaforum fort
he
continuousre-
tail
oringofthei
rcourses,t
eachersareoft
enlefttoworkfrom atext
bookoron-
the
-f
lylessonplans.Spendingtimei nr
etr
eatwithotherpr
ofessional
sall
owsteacherstolaya
str
ongf oundati
onf oreachcour set
heyteach.

5.Per f
ectInstr
ucti
onalPract
icesandAssessmentSkil
ls:Thecont i
nuingprogressof
i
nstructionalappr
oachesandf eedbackskil
lsar
ecri
ti
caltoqualit
yint eachi
ng.Onlythroughthe
carefulexaminati
onofactivi
ti
esandassessmentcanat eacherguideal lst
udentstosucceed.
Teacher sneedtimewi t
hthei
rcol l
eaguesoutsi
det
heclassroom; t
het emporarysuccessof"fun"
acti
viti
escanbeahi ndr
ancetot hedevel
opmentofamast erteacher.Bycraft
ingperformance
tasksandassessi ngthem wit
ht hei
rpeersandmentor
s,teacherscanr efi
netheirt
eaching.

6.ConnectPosi
tivelytotheWhol e-
School Cultur
e:Ov ert
ime,themast ert
eacherhasthe
capacit
ytoimprovet hewhol e-
schoolcul
turet hr
oughexcellenceinteachi
ng.Becausemaster
teachi
nghasasi t
sf oundationthegenerousi mpulsetoassiststudentsandcoll
eagues,
the
teacheri
sabletofundament al
lyi
nfl
uenceot herswithoutgenerati
ngresentment.Themaster
teacheri
sconsi
stent lyworkingtobenefi
ttheschool ,soheorshei snotincompet i
ti
onwit
h
coll
eaguesoradmi nistr
ati
on.

----------------------

Q.
5Expl
ainnat
ional
prof
essi
onal
standar
dsf
ort
eacherdev
elopedi
nPaki
stan.

Nat
ional
Prof
essi
onal
Standar
dsf
orTeacher
sinPaki
stan

Theminist
ryofeducat
ionhasdevelopednati
onalpr
ofessionalst
andardsfort
eacher
sin2009.
Thepurposeoffor
mulati
ngthisdocumentistoensureprofessi
onalexcel
l
enceandquali
ty
out
putinteachi
ngprof
ession.

Br
iefOv
erv
iewofPr
ofessi
onal
Standar
dsf
orI
nit
ial
Prepar
ati
onofTeacher
sinPaki
stan

Professi
onalstandardsforini
ti
alpreparat
ionofteacher
sar ecomprisedoftenstandards.Each
standardhasthreeparts;knowledge(content
),di
sposit
ions(behavi
our,att
it
ude,andvalues)
andper f
ormance( whatteachersdoandshoul dbeablet odo).Thetenstandar
dsar egiven
below:

Pr
epar
edbEl
masAl
i
Pr
epar
edbyEl
masAl
i

Pr
epar
edbEl
masAl
i
Pr
epar
edbyEl
masAl
i

Pr
epar
edbEl
masAl
i
Pr
epar
edbyEl
masAl
i

Pr
epar
edbEl
masAl
i
Pr
epar
edbyEl
masAl
i

Pr
epar
edbEl
masAl
i
Pr
epar
edbyEl
masAl
i

Pr
epar
edbEl
masAl
i
 Pr
epar
edbyEl
masAl
i

---------------------

Pr
epar
edbEl
masAl
i