TEACHING PROFESSION

ELIZABETH C. CRUZ CPTE TRIMESTER 2019-2020

QUALITIES that the TEACHER ON THE NEW NORMAL STRUCTURE SHOULD POSSESS
Innovation, changes, modification, come up to a new mindset, into something new and technology
advancement. It is an advancement of new ideas and practices in education and training. There
has been seen a remarkable shift in the methods of education services over the years. Research
and innovations play an imperative role in refining the quality of teachers training for all levels
of teaching. During this pandemic situation we are into, we cannot help but to adapt to a new
system in order to provide the right education for the students. And in this case, teachers must be
willing to adjust and adapt the new set up of teaching. Because of the world changing situation
globally, transforming into a new normal routine is predestine and certain in the next succeeding
years to come. As for now, we cannot go back to the days that we will be able to have a face to
face teaching our students.

According to the article from Edutopia (

) The panic was all perfectly understandable. But there were
plenty of teachers in the mix who had weeks of crisis experience under their belts by
that time—several in Hong Kong and Italy and the stat e of Washington, for example—
and others who had long careers in online and distance learning. In the end, too, there
were many fantastic, highly creative teachers providing strategies as fast as the
obstacles appeared. At the highest level, a shift in mindset would be required—even
the most optimistic educators conceded the point. There are plenty of strategies and
tactics we’re covering at Edutopia—and we’ll continue to—but here are the crucial
emotional and psychological scaffolds that our audience agreed would be needed to
teach in this new paradigm. 1.) Expect trial and plenty of error, 2.) Acknowl edge the
extraordinary, 3.) Reduce the workload (for teachers and students), 4.) Mind the gap.

From the article “How can teachers and school systems respond to the COVID-19
pandemic?” (https://oecdedutoday.com/how-teachers-school-systems-respond-coronavirus-
talis/) Leveraging the Technology - According to TALIS (Teaching and Learning International
Survey), it is not just younger teachers who are using technology more frequently in the
classroom, but also teachers for whom technology was included in their formal training. In this
crisis, all teachers need to be involved, and technology allows the closing of some of the training
gaps even during school closures. Technology cannot just change methods of teaching and
learning, it can also elevate the role of teachers from imparting received knowledge towards
working as co-creators of knowledge, as coaches, as mentors and as evaluators. It can enable
teachers and students to access specialized materials well beyond textbooks, in multiple formats
and in ways that can bridge time and space. Technology can support new ways of teaching that
focus on learners as active participants. These are precisely the learning tools that are needed in
the 21st century. Empowering teachers and enabling innovation. But the heart of learning is not
technology, it is pedagogy and ownership. Successful education systems in this moment will do
whatever it takes to develop ownership by the teaching profession. When teachers assume
ownership, it is difficult to ask more of them than they ask of themselves. In this crisis, even the
best education minister cannot do justice to the needs of millions of students, hundreds of
thousands of teachers and tens of thousands of schools. The challenge is to build on the expertise
of teachers and school leaders and enlist them in addressing the challenges.