Roll no: 0000114067

Course: Professionalism in Teaching (8612)

Level: B.Ed (1.5 Years) Semester: Autumn, 2022

Assignment -01

Q.1 Explain professional conceptions? Why are these necessary for

prospective teachers?
Ans-

In education, the term professional development may be used in reference to

a wide variety of specialized training, formal education, or advanced
professional learning intended to help administrators, teachers, and other
educators improve their professional knowledge, competence, skill, and
effectiveness. When the term is used in education contexts without
qualification, specific examples, or additional explanation, however, it may be
difficult to determine precisely what “professional development” is referring
to.
In practice, professional development for educators encompasses an
extremely broad range of topics and formats. For example, professional-
development experiences may be funded by district, school, or state budgets
and programs, or they may be supported by a foundation grant or other
private funding source. They may range from a one-day conference to a two-
week workshop to a multiyear advanced-degree program. They may be
delivered in person or online, during the school day or outside of normal
school hours, and through one-on-one interactions or in group situations. And
they may be led and facilitated by educators within a school or provided by
outside consultants or organizations hired by a school or district. And, of
course, the list of possible formats could go on.
The following are a representative selection of common professional-
development topics and objectives for educators:
• Furthering education and knowledge in a teacher’s subject area—
e.g., learning new scientific theories, expanding knowledge of
different historical periods, or learning how to teach subject-area
content and concepts more effectively.
• Training or mentoring in specialized teaching techniques that can be
used in many different subject areas, such as differentiation (varying
teaching techniques based on student learning needs and interests)
 or literacy strategies (techniques for improving reading and writing
skills), for example.
• Earning certification in a particular educational approach or
program, usually from a university or other credentialing
organization, such as teaching Advanced Placement courses or
career and technical programs that culminate in students earning an
industry-specific certification.
• Developing technical, quantitative, and analytical skills that can be
used to analyze student-performance data, and then use the
findings to make modifications to academic programs and teaching
techniques.
• Learning new technological skills, such as how to use interactive
whiteboards or course-management systems in ways that can
improve teaching effectiveness and student performance.
• Improving fundamental teaching techniques, such as how to manage
a classroom effectively or frame questions in ways that elicit deeper
thinking and more substantive answers from students.
• Working with colleagues, such as in professional learning
communities, to develop teaching skills collaboratively or create
new interdisciplinary courses that are taught by teams of two or
more teachers.
• Developing specialized skills to better teach and support certain
populations of students, such as students with learning disabilities or
students who are not proficient in English.
• Acquiring leadership skills, such as skills that can be used to develop
and coordinate a school-improvement initiative or a community-
volunteer program. For related discussions, see leadership
team and shared leadership.
• Pairing new and beginning teachers with more experienced “mentor
teachers” or “instructional coaches” who model effective teaching
strategies, expose less-experienced teachers to new ideas and skills,
and provide constructive feedback and professional guidance.
• Conducting action research to gain a better understanding of what’s
working or not working in a school’s academic program, and then
using the findings to improve educational quality and results.
 • Earning additional formal certifications, such as the National Board
for Professional Teaching Standards certification, which requires
educators to spend a considerable amount of time recording,
analyzing, and reflecting on their teaching practice (many states
provide incentives for teachers to obtain National Board
Certification).
• Attending graduate school to earn an advanced degree, such as a
master’s degree or doctorate in education, educational leadership,
or a specialized field of education such as literacy or technology.

Reform
In recent years, state and national policies have focused more attention on the
issue of “teacher quality”—i.e., the ability of individual teachers or a teaching
faculty to improve student learning and meet expected standards for
performance. The No Child Left Behind Act, for example, provides a formal
definition of what constitutes high-quality professional development and
requires schools to report the percentage of their teaching faculty that meet
the law’s definition of a “highly qualified teacher.” The law maintains that
professional development should take the form of a “comprehensive,
sustained, and intensive approach to improving teachers’ and principals’
effectiveness in raising student achievement.” Similar policies that describe
professional-development expectations or require teachers to meet certain
expectations for professional development may be in place at the state,
district, and school levels across the country, although the design and purpose
of these policies may vary widely from place to place.
Generally speaking, professional development is considered to be the primary
mechanism that schools can use to help teachers continuously learn and
improve their skills over time. And in recent decades, the topic has been
extensively researched and many strategies and initiatives have been
developed to improve the quality and effectiveness of professional
development for educators. While theories about professional development
abound, a degree of consensus has emerged on some of the major features of
effective professional development. For example, one-day workshops or
conferences that are not directly connected to a school’s academic program,
or to what teachers are teaching, are generally considered to be less effective
than training and learning opportunities that are sustained over longer periods
of time and directly connected to what schools and teachers are actually doing
on a daily basis. Terms and phases such
as sustained, intensive, ongoing, comprehensive, aligned, collaborative, contin
uous, systemic, or capacity-building, as well as relevant to teacher
work and connected to student learning, are often used in reference to
professional development that is considered to be of higher quality. That said,
there are a wide variety of theories about what kinds of professional
development are most effective, as well as divergent research findings.

Debate
While few educators would argue against the need for and importance of
professional development, specific programs and learning opportunities may
be criticized or debated for any number of reasons, especially if the
professional development is poorly designed, executed, scheduled, or
facilitated, or if teachers feel that it is irrelevant to their teaching needs and
day-to-day professional responsibilities, among many other possible causes.
In addition, school leaders may encounter a variety of challenges when
selecting and providing professional development opportunities. For example,
one common obstacle is finding adequate time during the school day for
teachers to participate in professional development. Securing sufficient
funding is another common complication, particularly during times when
school budgets are tight or being cut. The amount of funding allocated for
professional development by states, districts, and schools may also vary
widely—some schools could have access to more professional-development
funding than they can reasonably use in a given year, while other schools and
teachers may be expected to fund most or all of their professional
development on their own. Other common challenges include insufficient
support for professional development from the administrative leadership, a
lack of faculty interest or motivation, or overburdened teacher workloads.

Q.2 Describe characteristics of professionalism comment why

professionalism is poor in our schools.
Ans
Being a professional in your chosen field means much more than just holding a
college degree and donning a business suit. The way in which you conduct
yourself is also a key component of your success.
Here are 10 characteristics true professionals possess in the workplace (not in
any order of importance).

What is Professionalism?

1. A Neat Appearance
Look sharp and organized: Iron your clothes, polish your shoes, and practice
good hygiene and grooming.
 2. Proper Demeanor (in Person and Online)
Be polite and well-spoken 100 percent of the time. Whether you’re speaking
with customers, superiors, or co-workers, keep calm and be tactful, even in
tense situations.
3. Reliable
• Get your work done on time.

• Respond to requests promptly and follow-through with promises in

timely fashion.
• Set benchmarks and meet them to demonstrate reliability.
4. Competent
• Express confidence, but not attitude.

• Become an expert in your field: Continue your education, attend

seminars, and attain relevant professional designations. Remain
teachable. Knowledge is power!

5. Communicator
• Compose your letters and emails to be brief and to the point. Make sure
you have a professional signature and email address.
• Keep your tone polite and formal.
6. Good Phone Etiquette
• Identify yourself with your full name, company, and title when placing
and/or answering a call.
• Do not dominate the conversation; listen intently and process what the
other person is saying.
• Do not use slang terms and mind your tone of voice.
• Smile while you talk: The caller may not see it, but they can hear it in
your voice.

7. Poised
Maintain your composure, even when facing a difficult situation. If a customer
or superior is being belligerent, do not mirror that behavior. Diffuse the
situation with your professional demeanor.
8. Ethical
AAPC members agree to follow a code of ethics. It is imperative to display
ethical behavior at all times, on or off the clock.
9. Organized
• Keep your area neat and organized for easy execution of tasks.

• Keep an updated appointment book so you don’t forget meetings.

• Carry only the necessary contents for the day in your briefcase.

10. Accountable
Take responsibility for your actions. Own your mistake, work to resolve it, and
fix it as soon as possible. Even better: Learn from your mistakes. Lead by this
example to create trust.

Q.3 What is professionalism in Islam? What strategies can be used to

develop it among teachers?
Ans-
An education has a very central role and its function in building a region or
country into an advanced and cultured region. Without education, an
impossible progress will be embraced. With education, science becomes
developed and able to create a high creativity that encourages progress in
social, economic, and cultural fields. Even in Islam it clearly affirms that
education is very important to humanity and its degree is elevated (The Holy
Quran: Al-Mujadalah, verse 11).

The perfect integration of systems for educational creativity as stated

by Katarina Tomasevski (2003) the education system to be part of its integral
structure and its broad social and spatial processes. More precisely, there are
political promises aimed at universal primary education every decade since the
1940s. That is, before the global era grew rapidly, education has been
exploring the progress line to this day. Gunawan Sudarmanto (2011) added a
great educational construction and strongly requires a conscious and planned
effort to realize the learning process and integrity of curriculum blend in order
to actively learners able to develop their potential. This means the complete
design of college curriculum, the readiness of teachers and their roles in the
classroom learning as well as full support (morally and materially) related
institutions. Associated to all that, the principles set out in the Constitution are
in accordance with Article 31 of the 1945 Constitution, paragraph 2, which
states that every citizen shall have the right to receive and attend basic
education and the government shall finance it. It is the responsibility of the
government or the state in promoting its people. Then paragraph 5 in more
detail states the government advancing science and technology by supporting
high religious values and national unity for the advancement of civilization and
the welfare of mankind.

The flow of education is not as smooth as imagined. Many obstacles overtake

from complex educational processes, changing curricula, difficult-to-adapt
stakeholders, complex learners with a variety of characters and demands to be
able to produce quality graduates. This paradigm is not an excuse to delay the
educational procession but becomes the starting point for seeing the next
stream to the stage of change. How is the role of government in realizing
educational programs that have educated the nation’s children? What kind of
curriculum development is suitable to be implemented as the changes are
suddenly impressed? How the reaction of educators among universities
alongside KKNI? To what extent can the decision of Education Ministry in
Permen ristekdikti able to dignified campus stakeholders in order to get a
better education? All of the questions above because of the demands were not
just produce prestigious graduates but the contribution of science can also be
absorbed in the field work.

Supporting from various parties to smooth the process of university

environment education trigger the birth of curriculum based on the principle
of national education as outlined in the education law. Therefore the
curriculum is not only discussed at the elementary to high school level but
includes the university level as the delivery of generating productivity in the
life of the community. As such, this study is not only a critique but also a
suggestion for a university institution because of global demands and change.
The persuasive indications are also presented in the presentation of this paper
to get closer to KKNI. All university educators must be more pro-active in the
governance of curriculum development as well as better prepared to face
global challenges towards research-based universities. In relation to the above
discussion, the authors want to put forward some things about the stigma of
university environment education in Aceh associated with the new regulations
that is the presence of KKNI and readiness of teachers in applying the
curriculum in question. The authors conducted the research in the Universities
of Aceh environment. So, the study was guided by the following research
question: 1) How to improve lecturers at the university to face KKNI? 2) What
is the role and function of KKNI towards learning at the university level?
Research methods, results and discussion, and conclusions and
recommendations will be presented following a literature review of relevant
theory.
2. Literature review
This section will provide a brief overview of the effort in the category to
develop lecturers’ potential for curriculum change and qualification
requirements for national and international research universities. Conferring
to Rehani (2015), the lecturer is an actively involved person in his professional
development as an effort to improve the quality of the campus/institution
where he teaches. The academic degree must be formal, have the competence
of teaching, there is a certification of professionalism that is physical well-
being and gain ability to fulfill the desire of national education.

The promoter by institutional stakeholders is also influential in improvising the

professionalism of a lecturer. The other workshop performances as a first step
to recognize self-development and institutions that lead to the quality of
teaching and learning environment campus. This has a significant impact on
campus ratings. Serambi Indonesia (Dec 07, 2017) LP3M Unsyiah reported that
the campus rating is ranked 11th compared to 2016. This result is obtained
based on Web metric data scheming is a system to measure the progress of a
college through the university website. It can be understood that training or
seminars on the progress of the institution closely related to the
professionalism of a lecturer. This means to create a research-based university,
the role of lecturers is very important. Currently, it has published scientific
articles as much as 6,956, 291 books, and 26 patents obtained by scientists. A
significant number was taken over the years.

Observe the professional development of lecturers (Redjeki, 2015) can be

interpreted to maximize efforts to improve the competence, quality of
learning, the role of academic teachers in universities. The image of a
professional lecturer looks good in the community if it can show attitude to the
community that he deserves the example of the surrounding community. The
description is strengthened (Soetjipto and Raflis Kosasi, 2011; Redjeki, 2015),
among others; legislation, professional organizations, peers, learners,
workplaces, leaders, and jobs. Another theory explains the curriculum
relationship and potential lecturer developers are interrelated with each other.
In detail, Al Mawardi (2011) adds lecturers must have three competencies,
namely; designing learning (teaching plan and materials); classroom
procedures; and interpersonal skills. These three aspects are described in the
college curriculum procedure. As regulated in Permenristekdikti No.44 of 2015
Article 1 defined by Ministry Of Higher Education (2015), KKNI is a set of plans
and arrangements regarding graduate learning achievements, study materials,
processes, and assessments used as guidelines for the implementation of study
programs. KKNI is standing for Indonesia National Qualification Framework.
3. Research methodology
Descriptive and argumentative qualitative designs were implemented in this
study. The design of the study is to describe the problems faced by lecturers
towards changes in college curriculum KKNI and efforts taken to improve their
performance. A single-mindedness of the problem to the professionalism of
lecturers, curriculum changes, and the presence of KKNI. Young
(1994) identified and described some prominent macrostructures of a
university lecturer. Data were analyzed through literature review as data
acquisition approach.
4. Research finding and discussion

4.1. The effort and improving

Quoting (Fabrice Henard & Deborah Roseveare, 2012) as a proactive step,

many institutions have implemented specific teaching and learning strategies
and have devised mechanisms and instruments to improve the quality of
education. With reduced resources and increased competition, these
challenges may seem insurmountable, but higher education institutions can,
and, help a lot to encourage quality teaching and improve student learning
outcomes. The new paradigm of teaching and learning in the field of higher
education actually implies: new connections on access to teachers, and wider
range of communication and collaboration through learning platforms, re-
designing the curriculum, bridging teaching and more intensive research,
rethinking student workload and burden, improvements in pedagogy, use of
technology, assessment models in line with student-centered learning, creating
innovative learning platforms, providing guidance and guidance to students in
new ways and methods, assessing impacts and documenting the effectiveness
of teaching delivered.

Related to the effort and improvisation of lecturers towards the provision of

quality education and high standard, According to Hussain( 2005) to produce
high-quality human resources, we need high-quality education as well. In fact,
in accordance with the demands of global challenges, we need to improve the
quality of education from all dimensions so that the standard of education
develops as global and international issues. To produce high-quality human
resources, we need high-quality education as well. In fact, in accordance with
the demands of global challenges, we need to improve the quality of education
from all dimensions so that the standard of education develops as global and
international issues. The California Master Plan for Education (2003) describes
the following components; 1) a qualified and inspirational teacher 2) a ready-
made curriculum that can prepare all students for success in post-secondary
education, work, and society.3) Textbooks, technology, and teaching materials
should be aligned or linear. 4) Service/facilities supporting the adequate
learning. 5) Qualified school or college administrators, to nurture an inviting
and secure educational culture, and high appreciation of student achievement
and teaching excellence. 6) A safe physical learning environment, complete
infrastructure advice and well-maintained. All of the above components must
be provided to every student enrolled in public education, from preschool to
university levels.

Q.4 Define professional disposition. What are the ways to assess

dispositions of prospective teachers?

Ans-

Professional dispositions include the values, commitments and ethics that

influence behaviors toward students, families, colleagues and communities
that affect student learning, motivation and development, as well as the
educator’s own professional growth. Dispositions are guided by beliefs and
attitudes related to values such as caring, fairness, honesty, responsibility and
social justice. For example, they might include a belief that all students can
learn, a vision of high and challenging standards, or a commitment to a safe
and supportive learning environment (NCATE, 2002).

The professional dispositions adopted by TLEL complement the College of

Community and Public Affair’s Ethics and Integrity Policies and Procedures by
focusing on the expectations for teacher candidates and individuals in
advanced preparation programs during field experiences. The faculty members
developed the TLEL Professional Dispositions from the standards advanced by
New York state and national organizations, as well as content and
specialization areas. Additionally, a number of stakeholder groups gave
feedback on the items included, providing a means to confirm their validity as
the dispositions expected by teachers, administrators and teacher educators of
novice teachers.

The professional dispositions expected of all teacher candidates include an

ability to

1. Demonstrate a commitment to learning and diversity.

2. Build rapport and serve as a strong role model to peers,
colleagues and learners.
 3. Display effective communication skills (oral and written) in all
settings.
4. Demonstrate professional competence and conduct.

All teacher candidates are expected to demonstrate these professional

dispositions consistently, especially during course and fieldwork opportunities.
To ensure all teacher candidates demonstrate these dispositions, the TLEL
faculty members have established mandated checkpoints throughout the
preparation program. These checkpoints provide an opportunity to elicit
feedback from course instructors, cooperating teachers, and university
supervisors on any dispositional concerns. Teacher candidates are also
provided with a number of opportunities to self-evaluate how well they these
professional dispositions.

Professional dispositions will be assessed by cooperating teachers/placement

coordinators (e.g., Liberty Partnership coordinators) and university supervisors
in each field experience requirement. Additionally, course instructors will
assess professional dispositions informally in courses.

Teacher candidates must receive a final rating of “acceptable” for admission

and advancement in teacher education programs. If a teacher candidate
receives an "unacceptable" rating in a field experience or from a course
instructor, he/she must complete another field experience successfully before
advancing in the program and/or before applying for the internship semester.

Q.5 Describe teacher attributes which can improve quality of teaching.

Ans-

Qualities of a Good Teacher

• Anagha Vallikat

The Importance of Being a Good Teacher

What Are the Most Important Qualities of a Good Teacher?
1. Empathy
2. Creativity
3. Communication
4. Interpersonal skills
5. Positivism
6. Fair Minded
7. Humorous

It is said that a teacher affects eternity. You never know where the influence
stops.

• Teachers play a crucial role in shaping the future generation. They are
dealing with young kids who are full of life and energy.
• Teachers nurture natural abilities and skills and prepare kids for the
future. As a teacher, you have to be a role model and inspire your
students.
• Different students might be coming from different backgrounds and as
their teacher, you have the power to uplift them and make a change.
Teachers change lives and that is why teaching is one of the most
important professions in the world.
Now, what are the important qualities that make a teacher stand out? Let’s
take a look at 20 qualities of a good teacher:

Teaching is a difficult job. We have discussed in detail the important teaching

skills that are required for a teacher. There are certain personality traits and
qualities that every student looks forward to in a teacher. Remember how
you were as a student? Who was your favorite teacher? I am sure it was not
one who came in with sticks and stones. While scaring students might make
them do their work, being harsh is not going to benefit them in the long run.
Take inspiration from teachers you look up to and never ever stop learning
and growing. If you feel that you don’t have some of the qualities listed
below, don’t worry. It does not make you any less of a good teacher. You can
always try and incorporate new things into your classroom and lives.

What Are the Most Important Qualities of a Good Teacher?

1. Empathy
One of the most important good qualities of a teacher is empathy. Let’s
understand this quality through an example.
Imagine you are in your classroom and there’s a student who continuously
performs poorly in his/her exams. You advised them to study and yet, they
keep on getting low marks. Now, it’s natural for you to get angry because,
despite your efforts, the kid is not performing well. However, you don’t know
what’s going on inside them and what kind of conditions they are going
through. What if the kid is facing issues with their family or if they have a
learning disability? As a teacher, you need to put yourself in their situation
and think like your student. This is what empathy is. You must understand the
student and be available.

2. Creativity

Do you remember how you used to be as a student? Did you enjoy your
classes or were you bored during the lessons? As a teacher, you have to
ensure that your students don’t get bored. It’s common for students to lose
interest and attention. How do you make sure that they are listening to you?
The answer is simple, be creative! One of the important qualities of an ideal
teacher is creativity. By being creative, you can make your classes interesting.
You can use the help of various online teaching tools to add life to the
classroom. As more and more people move towards online classes and online
teaching, the need for creativity in the classroom has become more
important.

3. Communication
While talking about the good qualities of a teacher, communication skills
cannot be missed. When it comes to communication, a lot of things can go
wrong. It is said that the biggest problem with communication is the
misconception that it has taken place. To put it simply, as a teacher, you
might think that you are communicating well. But, there are a few points to
be kept in mind:
 • Always invite feedback, and ask your students if they have understood
• Create a platform for open communication
• Talk in their regional language and guarantee your students that the
classroom is a safe space
When the teacher assumes a strict and harsh role and the communication
becomes one-way, there’s not much learning involved. Neither for the
student nor the teacher.

Communication need not always be verbal the teacher will have to pick up
non-verbal cues and that’s where the real qualities of a teacher gets tested. It
is important for teachers to have strong verbal and nonverbal communication
skills.

4. Interpersonal skills
Interpersonal skills and communication skills are closely related to each
other. How well you communicate with your students and their parents will
determine the nature of your connection with them. Interpersonal
communication is important to establish strong interpersonal relationships.
As mentioned above, a teacher must aim for the holistic development of a
student. For example, it is not just their education that matters. It is their
behavior, their manners, their attitude, and a lot more aspects as well. In
order to make sure that the students achieve this, the teacher must have
strong interpersonal skills. So that they can connect with their students and
solve their problems if any.

5. Positivism
Students would often feel depressed and down. If a teacher has the quality of
always being positive, it can help the students in a lot of ways. A positive
attitude and a positive relationship between students and teachers is the
most important thing needed to ensure effective learning.

6. Fair Minded
A teacher has to treat all her students equally. Fairness is one of the most
important qualities of effective teachers. When a teacher is fair-minded, it
earns them respect and students feel safe and valued in the classroom.
Creating a classroom environment that’s fair will nurture trust and respect
between students and it is a great quality to teach your students.
7. Humorous

Though most people don’t think of humor as a quality, it is one of the most
significant qualities of an ideal teacher. When the classroom gets boring, who
doesn’t like a good laugh and some jokes? Teachers who are humorous and
funny have the ability to connect with students easily and can create a joyful
environment. By being humorous, we don't just mean cracking jokes, being
able to enjoy jokes, and small mischievous activities from students is also a
part of being humorous.

8. Consistent
Consistency helps teachers and students alike. It helps teachers to feel more
organized. Being organized and well-planned removes tension and stress. By
consistency, we mean having a routine and system in place. When there’s a
proper routine, the respect from the students and parents increases.