University of Cebu – Main

College of Teacher Education

MY PROFESSIONAL READING

Name of Student Teacher: Adolfo, Nicholas Niño T.

Subject, Time & Day: PT 422 TTHS 7:00-9:00 P.M.
Professional Reading No: 1
Titleof the Article: Defining “Teacher Professionalism” from different perspectives
Author/s: Nihan Demirkasımoğlu

Summary:

This research explains on how contemporary scholarly discussions have defined

teacher professionalism. The definitions of professionalism, standards of
professionalism, traits of a professional teacher, and the status of teacher
professionalism will be explored from many angles within the context of this goal. The
question of whether or not teaching qualifies as a profession has generated debate
throughout history. Teaching is a semi-professional employment, according to certain
authors because teachers are expected to uphold certain standards by their superiors.
As a result, instructors' personal liberty and decision-making abilities are constrained.
According to some scholars it is more beneficial to view professionalism as an
ideological construct that is utilized to restrict teachers' employment. One method views
teacher professionalism favorably and refers to it as the greatest and highest standards
for educators. This essay will provide a practical definition of teacher professionalism as
well as an integrative method for considering various interpretations of it in social,
political, and educational contexts. In light of many perspectives, it will be determined
that teacher professionalism refers to proficiency and is associated with upholding
specific educational standards.

Reaction/Reflection:

It is clear that the meanings given to teacher professionalism and the status of
teaching have a dynamic quality in light of the many approaches to teacher
professionalism in scholarly debates. Its dynamic occurs in the changing meaning and
position of the teaching profession in historical context and is caused by political and
social developments.The meaning of teacher professionalism today differs from prior
conceptions in that teachers now face greater pressure than ever before, as well as
heightened work expectations and increased occupational control.

We cannot debate reaching a consensus on how to conceptualize the phrase, as

was evident from the conversations. On the other hand, taking into account the current
scholarly debates, "teacher professionalism" could be understood as a professional
work field with its sociological, ideological, and educational dimensions that aims to
achieve the highest standards in the teaching profession and is based upon the
profession's professional formation, knowledge, skill, and values.According to the
prominent discourses in the field of education, raising the level of professionalism
among teachers is linked to bettering both their reputation and the caliber and standards
of their work. In the sense that attaining specific requirements in education and those
connected to competency are a part of professionalism, several ways are frequently
used. However in many circles, the definition of the word and the standing of the
teaching profession are seen as extremely contentious and divisive. At this point, rather
than seeing any one of the several perspectives on teacher professionalism in the
twenty-first century as meeting an essentialist definition of professionalism, it is perhaps
best to see them as competing versions of teacher professionalism
 University of Cebu – Main
College of Teacher Education

MY PROFESSIONAL READING

Name of Student Teacher: Adolfo, Nicholas Niño T.

Subject, Time & Day: PT 422 TTHS 7:00-9:00 P.M.
Professional Reading No: 2
Titleof the Article: The role of teachers in the development of learning opportunities
Author/s:Alireza Araghieh, Narges Barzabadi Farahani, Fatemeh Behjati Ardakani,
Gholamreza Naderi Zadeh

Summary:

The goal of this research was to compile a list of strategies for enhancing
educational quality. 60 faculty members from the Islamic Azad University's 8th and 12th
areas made up the statistical sample for this study. Based on the findings of the faculty
member of the participants and the use of the Delphi technique as the research
methodology, the most significant elements influencing the improvement of educational
quality in classrooms are the teacher's command over the subject matter, the teacher's
expression and activity, the creation of learning motivation, and the management of the
classroom.

Reaction/Reflection:

In general, we can state that curriculum has aspects and components that are
related to education and that these elements' quality, the overall curriculum's quality,
and the existence of the curriculum can all be impacted. There is a clear link between
the quality of the curriculum and the teaching, and as the curriculum's elements and
components get better, so do education and the curriculum as a whole.
Consequently, it makes sense to take a closer look at the university curriculum
and the subject of education, in addition to assembling goals like fostering creativity and
intellectualism, fostering the spirit of inquiry, and educating intellectuals as part of the
aims of higher education. Using the strategies for raising educational standards will
make it possible to do this crucial work.Using the strategies for raising educational
standards will make it possible to do this crucial work.
LESSON PLAN (IN-CAMPUS)