Professionalism and Dual Professionalism in Teaching
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Added on 2023/04/24
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This presentation explains the concepts of professionalism and dual professionalism in teaching and how they influence the practice of a business management teacher. It also discusses the application of professional standards in the classroom.
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EDUCATION AND TRAINING
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INTRODUCTION Teaching is one of the most difficult jobs in the world (Leberman and McDonald 2016). This is because a teacher is responsible for the shaping of the future of the children under his or her care (Abeleet al.,2015). In this presentation the concepts of professionalism and dual professionalism are explained. In this regard, the concepts are used to analyze how the different professional values are used to influence my own practice in my area of specialization.
MY AREA OF SPECIALIZATION I teach in a college located in London in Britain known as the Abbey College. My field of specialization is business management and I teach the students who are pursuing this subject as honors, in their third semester.
CONCEPT OF PROFESSIONALISM •A teacher plays one of the most vital role in aiding the minds of the young people to develop their thought process and the aspect of critical thinking (Bowe, Ball and Gold 2017). •This refers to the condition of professionalism which is highly desired within the field of education, especially in the level of colleges and universities (Hart Research Associates 2015). •The benefit of professionalism is that the teacher manages to enjoy a cordial relation with the student while influencing the students with the correct values and morals.
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•The code of conduct of professional teachers and the ethics of organization are - •Neat appearance – The appearance of a teacher is considered to be one of the first signs of professionalism. Overall, they should appear presentable and solemn in front of the students (Allen and Penuel 2015). •Interacting in a positive manner with the students – It is the responsibility of the teacher to provide help and support to the students who are in need of it (Luftet al., 2015). For this purpose, the teacher must always keep a positive attitude whenever a student comes to him or her with queries. •Interacting with the colleagues in a productive manner –Productive relations in the work place ensures that there are no personal grudges among the concerned people (Santoro and Kennedy 2016).
CONCEPT OF DUAL PROFESSIONALISM Dual professionalism signifies the situation where the trainers and the teachers are dual professionals in the sense that they are both the teaching experts and the vocational experts (Fullan, Rincón-Gallardo and Hargreaves 2015). The trainers and teachers are required to apply their different teachingskills in the classroomsto the appropriate scenario so that they may be understood by all the diverse learners (Darling-Hammond 2017). This will help the learners to understand about the subject in a better manner and as a consequence, will imbibe the necessary skills (DeLuca, LaPointe-McEwan and Luhanga 2016).
APPLICATION OF PROFESSIONALISM IN CLASSROOM The aspect of professionalism and dual professionalism has been applied by me in my role as a teacher. I am simply not required to teach the students about my area of specialization, that is international relations. Rather, I am required to ensure that they understand what is being taught (Sachs 2016). For this purpose, I have decided to uphold the different professional standards while imparting knowledge within my class. The main objective is towards quality teaching.
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In this respect, the various professional values are adhered to in order to influence my own practice. Being a dual professional has involved me as members of professional bodies and this has its own benefits. For instance, being both a teacher and a trainer, I am required to solve the doubts of the students in the context of business management. The benefit is that it is gradually making me the most sought after person in the staff rooms(Dengerink, Lunenberg and Korthagen 2015). The students must be motivated to study and learn instead of fearing the subject.
The professional standards influence my working in the college. In my practice as a teacher, I try to adhere to some of the policies mentioned in the professional standards. For instance, I try to ensure that the attire worn by me in college is proper and decent. I try to maintain a positive attitude while answering the questions and queries of the students. My aim is to help as many students as possible and hence, the method of teaching is most vital.
CONCLUSION •In conclusion it can be observed that I have not worked in such a challenging environment before. •The support of the other colleagues and staffmembers is importantto a great extent to overcome the challenges and assure the delivery of quality education to the concerned students. •My aim is to become a staff member who is able to help all those students who are in need of them.
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REFERENCES •Abele, E., Metternich, J., Tisch, M., Chryssolouris, G., Sihn, W., ElMaraghy, H., Hummel, V. and Ranz, F., 2015. Learning factories for research, education, and training.Procedia CiRp,32, pp.1-6. •Allen, C.D. and Penuel, W.R., 2015. Studying teachers’ sensemaking to investigate teachers’ responses to professional development focused on new standards.Journal of Teacher Education,66(2), pp.136-149. •Bowe, R., Ball, S.J. and Gold, A., 2017.Reforming education and changing schools: Case studies in policy sociology. Routledge. •Darling-Hammond, L., 2017. Teacher education around the world: What can we learn from international practice?.European Journal of Teacher Education,40(3), pp.291- 309.
•DeLuca, C., LaPointe-McEwan, D. and Luhanga, U., 2016. Teacher assessment literacy: A review of international standards and measures.Educational Assessment, Evaluation and Accountability,28(3), pp.251-272. •Dengerink, J., Lunenberg, M. and Korthagen, F., 2015. The Professional Teacher Educator: Six Roles.Johannes Mayr, Eveline Gutzwiller-Helfenfinger, Georg Krammer und, p.334. •Fullan, M., Rincón-Gallardo, S. and Hargreaves, A., 2015. Professional capital as accountability.education policy analysis archives,23, p.15. •Hart Research Associates, 2015. Falling short? College learning and career success.Association of American Colleges and Universities.
•Leberman, S. and McDonald, L., 2016.The transfer of learning: Participants' perspectives of adult education and training. Routledge. •Luft, J.A., Dubois, S.L., Nixon, R.S. and Campbell, B.K., 2015. Supporting newly hired teachers of science: Attaining teacher professional standards.Studies in Science Education,51(1), pp.1-48. •Sachs, J., 2016. Teacher professionalism: Why are we still talking about it?.Teachers and Teaching,22(4), pp.413-425. •Santoro, N. and Kennedy, A., 2016. How is cultural diversity positioned in teacher professional standards? An international analysis.Asia-Pacific Journal of Teacher Education,44(3), pp.208-223.
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