Exploring Teaching Identity and Quality Teaching in Education

This essay delves into the core concepts of teaching identity and its crucial role in fostering quality teaching and positive learning outcomes. It explores the multifaceted nature of teaching identity, encompassing teachers' commitments, beliefs, and values, and examines how these elements influence professional development and student growth. The essay analyzes the significance of teaching identity, its impact on curriculum outcomes, and the various aspects of quality teaching, including lesson planning, classroom management, and the ability to address diverse student needs. Furthermore, it investigates the challenges faced by teaching professionals in contemporary educational settings, such as time constraints, technological integration, and administrative pressures, while also examining the interrelationship between teaching identity and quality teaching, emphasizing the importance of professional standards and ongoing development in the field. The essay concludes by highlighting the significance of teachers' self-knowledge, values, and commitments in shaping effective teaching practices and creating a supportive learning environment.

PROJECT 1 ESSAY ON
THE FOUNDATION OF
TEACHING AND
LEARNING

Table of Contents
INTRODUCTION ..........................................................................................................................3
MAIN BODY...................................................................................................................................3
Teaching identify and its importance...........................................................................................3
Quality teaching aspects .............................................................................................................4
The current issues that contribute to teachers work and professionalism....................................5
The interrelationship between teaching identity and quality teaching.........................................5
Professional Standards for Teachers APST Teacher Identity....................................................6
Relation between the Quality teaching and teaching identity......................................................7
CONCLUSION ...............................................................................................................................8
REFERENCES................................................................................................................................9

INTRODUCTION
Teacher identify refers to the commitments, beliefs and values an individual embrace
towards being a teacher and to have a specific type or characteristic of teacher. For professional
development and for encouraging holistic growth of learners it is important that professionals in
teaching field must understand the teaching identity and its impact upon the professional
outcomes. The essay will discuss the significance and ways of developing this identifies and how
they affect the curriculum outcomes and quality of teaching. It will also analyse the challenges
faced by teaching professionals in the current scenario.
MAIN BODY
Teaching identify and its importance
Teaching professionals tend to work with two domains. The first domain is visible and
include activities like assessment or material design and classroom interaction. The second
domain is invisible and consist of personal phenomenon such as expectations, beliefs or
cognition. The practice and community is critical in professional identity and thus the act or
feeling of belonging to teaching community encourages negotiation and direct interaction in
classrooms (Fadale and Powell, 2017) . Teaching identity may encompass both changes as well
as restraints as teachers gain professional knowledge and experience. The identity is also
influenced by the social and political scenario in which teachers work.
For establishing the teaching identity professionals used to consider three main factors.
The first factor is personal attribute such as experience of individual as learner or teaching
experience in pre professional phase. These aspects influenced the way in which one associate
themselves with teaching profession. The second factor is classroom factor which includes
curriculum, teaching planning and classroom goals. The third element is known as external
discourses associated with teaching which can be related with theory or politics in which
teachers were embedded. Thus the process of developing an identity varies from one personal to
other and is a complex process (Walters, Robinson and Walters, 2019). The professional as well
as personal knowledge of pre service individual helps them to create a sense of being teacher.

Teaching identify is very crucial for improving teaching experience because it helps to negotiate
the contextual and cultural paradigm which formulates the meaning of teaching.
Quality teaching aspects
The students who are enrolled in teaching programs so that they can learn to become
professional teachers have to undergo a complex process or range of assignments and
environmental factors. To improve the quality of teaching professionals used to pay attention to
several aspects of pedagogic knowledge such as lesson planning, lesson planning, classroom and
assignment management (Han, 2016). Teachers can deliver quality teaching when they are able
to successfully construct a professional identity. This not only entails mere development of
teaching skill but also need association of skills with commitment and understanding role of
teachers in bringing socio-political struggles for recognition and voice. Teaching identity is an
important aspect in ensuring the good quality of teaching. If teachers do not identity themselves
then they may have excellent knowledge and professionalism, but they will never be able to
understand the diverse situations a student may come from.
As a result, the teaching program may lack inclusion of different types of learners. Each
learner has different need and learning abilities. If teachers do not have sense of professional
identity, then they will only work to complete the curriculum or to fulfil the task assigned to
them. It will result in their failure to teach students who have learning complexities. Private
educational service providers give preference to professions such as engineering, law or medical
as they give more social recognition and financial prosperity. Thus, it is also very common that
individual chooses to teach profession due to financial reasons only. Hence, they may not relate
themselves with the professional identity of teaching community. As a result of this they never
take initiatives to indulge in inclusive classrooms program. Such professionals also fail to deliver
the curriculum designed for learners with special needs.
For understanding the significance of teaching in social and development context it is
necessary that teachers must relate themselves with the emerging needs. Though teaching
curriculum and professional standards for teaching guides them to follow necessary procedures
for quality teaching practice (Hillbrink and Jucks, 2019). However, such professionals do not
show their full enthusiasm and potential to educate others for welfare of learners. Even when
they teach they emphasis on completing only curriculum instead of integrating morals or values
which must be integrated in teaching practices. Teaching profession is not only considered as

bounded to deliver only content which is provided in books or curriculum instead teachers are
expected to give knowledge as well as behavioural and moral values to learners as well.
The current issues that contribute to teachers work and professionalism
The current issue's teacher work and professionalism are facing while by including lack
of team work, working towards long term goals and arguments. Lack for time planning it is big
situation in today time and handle the multiple time for at their workplace. While it can be also
happened that subject for their teaching have been changed and managing the field trips for
bringing out some new creativity and approaches to meet out with their present educational
trends among their workplace.
Due to having less technology used at their educational place that could be also
challenges for them in working. So they are facing issues in making their lots of work on paper
and making their educational system hard. It can also be taken and make their handle over
without finding out the difficult even having lack of technology. Working under lots of pressure
from administration side and making their working performance low. Teaching work giving their
time to their education making the best, but teaching professionalism are looking over the
pressure from the students (7 Major Challenges Facing Teachers Today, 2020). This
could also keep their low interested in working and make sure about the lesson practices along
with the work that required to complete.
In Covid-19 their facing issues of online classes as they cannot take classes and feeling
like that they work with pressure towards their workplace. As this can happen due to
understanding the changing technology and making the use of advance internet. Teaching have
been finding out the hard for having their effective systems along with the platforms to their run
their classes (Henard and Leprince-Ringuet, 2018). Finding the time for keeping out the
management tasks. As teaching working hour expands due to having this pandemic through
which teaching profession is facing challenges for working with long hour.
The interrelationship between teaching identity and quality teaching.
It has been believed that quality teaching is important for quality learning. This might be
also leaded to have global challenges that the teaching professional for having education
standards. As teaching should be maintained with having the high professional and tat should be
more accountable to society at work place. Quality teaching refers to the teaching that have all
the quality of making the student more professional (Lovat and Toomey, 2019). As this could

also lead them for having their better results and having their more students for learning new
things.
Quality teaching and teaching identity have their interrelationship at work place. If in
teaching professional they have their own quality that could lead them for having their better
identity and also make sure about their working skills. This might be also led the for having their
development and make their more growth. Teaching identity make their skills and knowledge
growth at professional stream. This could happen because of having their teaching quality.
Furthermore, teaching quality should be proper so that could help them for helping other and
have their name at working place.
Teaching identity means have some identity that in which area they are developed and
have their more development for helping other (Sachs, 2017). Hence, it can be also defined as
the beliefs, values and various commitment for holding individual towards being teacher
profession. Teaching quality can be mostly developed by having the proper communication skills
and also have their proper working capacity at their area. In addition, this both states about their
relationship for working together and if this both quality belong to one that could be also pretend
for having their better skills and have their high level of development. Quality teaching and
teaching identity this both their ow level of satisfaction in professional along with this also have
development of teaching stream and make them more perfect.
Professional Standards for Teachers APST Teacher Identity
Developing professional standards for providing the guide for teacher for having
professional learning, practice and engagement facilitates that improve teacher quality and
contributed towards having the positive standing. The standards and their representative also led
to have their effective practice by teaching new thoughts for Australia. In these standards also
analyse about the career stages and support over their development for teachers.
The standards also contribute towards the professionalization of teaching and that could
help In raising the status of professional (Call, 2018). This might be also basis for having their
professional model accountability. In helping towards the appropriate levels for professional
knowledge along with this making their high level of professional practice and professional
engagement. It had been also divided into the professional knowledge with knowing more to
students and how they learn their skills and how they also learn the content. As professional

practice plan for their implementation in having the effective learning and teaching. This might
be also created along with maintain safe learning and being supportive environments.
As this also have their focus on identify the components of teaching quality at each career
stage and that contribute more towards the complex process of teaching. An effective teaching is
being more able to integrate and apply their knowledge, professional engagement and practice
along with this created learning environment in which they come to know about the learning
valued (Alsup, 2017). They also develop safe, productive and make their positive learning
environment where all the students are motivated to participate and make their more
development. This might be also helped them for having their growth and learning many new
things for which they can make their development. While for understanding the importance of
working with the effectively they are must be required to have their skills and knowledge
development.
Relation between the Quality teaching and teaching identity
Quality teaching can be referred as teaching that transform students perceptions and the way they
can apply their knowledge in order to resolve the real world problem. It is most important factor
in influencing learner outcomes by providing knowledge and learning to number of individuals.
on the other hand, teaching identity can be defined as values, belief and commitment that
individuals hold being as a teacher. Teacher identity is ongoing process Quality teaching can be
referred as teaching that transform students perceptions and the way they can apply their
knowledge in order to resolve the real world problem. It is most important factor in influencing
learner outcomes by providing knowledge and learning to number of individuals. on the other
hand, teaching identity can be defined as values, belief and commitment that individuals hold
being as a teacher (Adoniou and Gallagher, 2017). Teacher identity is ongoing process in which
professional have self-knowledge related to teaching in different situation and relationship for
better outcome. There is direct relationship between quality teaching and teaching identity, as
quality teaching helps in providing necessary knowledge to students as per their learning needs,
skills and knowledge. Teaching identity helps in type of teaching that need to be given to
specific students so that it can easily learn and enhance its existing knowledge. Quality teacher
and teaching identify contribute in providing teaching to different students as per their needs and
efficiency thereby yielding maximum outcome or increase in performance of students. In recent

scenario most of the school required quality teacher in order to provide better education to
number of students so that they learn and grow in both professional and personal career.
In which professional have self-knowledge related to teaching in different situation and
relationship for better outcome. There is direct relationship between quality teaching and
teaching identity, as quality teaching helps in providing necessary knowledge to students as per
their learning needs, skills and knowledge. Teaching identity helps in type of teaching that need
to be given to specific students so that it can easily learn and enhance its existing knowledge.
Quality teacher and teaching identify contribute in providing teaching to different students as per
their needs and efficiency thereby yielding maximum outcome or increase in performance of
students. In recent scenario most of the school required quality teacher in order to provide better
education to number of students so that they learn and grow in both professional and personal
career.
CONCLUSION
From the above report it had been concluded that teaching professional is not so easier
for being as they have to follow up various tasks and make their growth for developing in the
environment. While quality teaching and teaching identity can also lead them for having their
growth through which they can make their easily development. In current time teaching
profession facing various challenges for making their skills and knowledge more developed.
Professional standards might be also led for profession practices, knowledge and profession
engagement for which they can build up more learning skills.

REFERENCES
Books and Journals
Adoniou, M. and Gallagher, M., 2017. Professional standards for teachers—what are they good
for?. Oxford review of education. 43(1). pp.109-126.
Alsup, J., 2017. Teacher identity discourses: Negotiating personal and professional spaces.
Routledge.
Fadale, C. and Powell, P., 2017, "Health, Physical Education Content, and Teacher
Knowledge/Identity", Crossroads of the Classroom (Advances in Research on
Teaching, Vol. 28), Emerald Publishing Limited, pp. 157-171.
Han, I. , 2016, "Four Korean teacher learners’ academic experiences in an Australian TESOL
programme and disclosure of their multiple identities", English Teaching: Practice &
Critique, Vol. 15 No. 1. pp. 129-154.
Henard, F. and Leprince-Ringuet, S., 2018. The path to quality teaching in higher
education. París: OCDE. Recuperado de https://www1. oecd. org/edu/imhe/44150246.
Pdf.
Hillbrink, A. and Jucks, R., 2019, "‘Me, a teacher?!’ – Professional role identification and role
activation of psychology PhD students", Studies in Graduate and Postdoctoral
Education, Vol. 10 No. 2, pp. 109-125.
Lovat, T. and Toomey, R., 2019. Values education and quality teaching. Springer.
Sachs, J., 2017. Teacher professional identity: Competing discourses, competing
outcomes. Journal of education policy. 16(2). pp.149-161.
Walters, W., Robinson, D.B. and Walters, J., 2019, "Mentoring as meaningful professional
development: The influence of mentoring on in-service teachers' identity and
practice", International Journal of Mentoring and Coaching in Education, Vol. 9 No. 1.
pp. 21-36.
Online
7 Major Challenges Facing Teachers Today, 2020 [Online]. Available through:
<https://gamalearn.com/7-major-challenges-facing-teachers-today/>
Call., k. 2018. Professional T essional Teaching Standar eaching Standards: A Compar ds: A
Comparative Analysis of e Analysis of Their History, Implementation and Efficacy
[Online]. Available through: <https://ro.ecu.edu.au/cgi/viewcontent.cgi?
article=3748&context=ajte>
Quality Teaching, 2017 [Online]. Available through:
<https://www.ei-ie.org/en/detail_page/4657/quality-teaching>