8612 All Slides.pdf

Course Code: 8612
Unit 1
INTRODUCTION OF PROFESSION AND
CONCEPT OF TEACHING
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We will learn today about:
 Define profession and
professional
 Describe characteristics of
profession and professional
 Explain assumptions about
teaching
 Discuss characteristics of
effective teaching
OUTLINES

PROFESSION
 A profession is a vocation requiring advanced education and
Training (Garner, 2004). It may also be defined as a learned
activity that involves formal training, but within a broad
intellectual context (Bell, 1973).

CHARACTERISTICS OF PROFESSIONS
 First, professions are based on philosophy acquired through
advanced training.
 Second, professionals render unique public services which
require extensive training.
 Third, professional work needs thorough preparation
because of its unique nature.
 Fourth, professions are based on specialized skill,
 Fifth, professional services should be rendered for the
benefit of the public.

REGULATION PERFORMANCE
 First, professions offer peer review for the members of the
profession.
 Second, professions focus on the duty to serve the good of the
community as a whole and not just one’s own good or that of
one’s clients.
 Third, professionals are not allowed to engage in unauthorized
practice.
 Fourth, professional evaluation is, in most cases, based on the
standards of malpractice as opposed to negligence so that a
professional will only be held liable where he conducts himself in
a manner that is not befitting to that profession.

PROFESSIONAL ADVANCEMENT
 Hi

FIDUCIARY RELATIONSHIP
 hi

PROFESSIONALISM
 Professionalism comes with
obligations/responsibilities
which must at all times be
discharged by the professionals
for the benefit of the public at
large. Members of a profession
are bound to deliver a
professional standard work. This
means that the interests of the
clients are paramount and their
work is to be handled in a
professional manner.

CONT.…….
The obligation to:
 Work with reasonable care or due diligence,
 Maintain the client’s information,
 Act without negligence,
 The satisfaction of the client
 Not to engage in malpractice.

PROFESSION AND VOCATION

ASSUMPTION ABOUT TEACHING
 Carr (1999) describes key claims or assumptions.
Basically, these are:
 (i) That teaching is a professional activity
 (ii) That any professional enterprise is deeply
implicated in ethical concerns and considerations;
and
 (iii) (Therefore) that teaching is also an enterprise
which is deeply and significantly implicated in ethical
concerns and considerations.

CHARACTERISTICS OF EFFECTIVE
TEACHING

QUESTIONS

Course Code: 8612
Unit 2
PROFESSIONALIZATION PROCESS AND
PROFESSIONALISM

 Define professionalism and
professionalization.
 Know professional ethics of
teaching.
 Be familiar with importance
of values in teaching.
OUTLINES

PROFESSION
 Every profession demands some specialized skills;
in this connection, teaching profession demand
specialized skills related to pedagogy of teaching.
The methods of instruction that climax a student's
interest and make the learning meaningful and
memorable are wanted too. Dispositions are also
the aspect of teacher preparation that addresses
what is sighted as professionalism

PROFESSIONAL ETHICS
 Honesty
 Integrity
 Transparency
 Accountability
 Confidentiality
 Communication Skills
 Interactive Skills
 Objectivity
 Punctuality
 Regularity
 Respect for others
 Obedience to law
 Loyalty
 Ownership
 Productivity
 Sense of responsibility
 Social Skills

1. REFLECTING ON TEACHING
 Articulates an understanding of lessons’ goals and objectives
 States the strengths and weaknesses of lessons based on data
 Analyzes students’ participation in terms of content
comprehension
 Encourages participation from diverse student populations
 Writes reflections about lessons and refines subsequent
instruction
 Accepts feedback and implements recommendations
 Develops written plans for improvement

2. MAINTAINING ACCURATE
RECORDS
 Records and updates the results of students’
assignments
 Collects information about students’ progress in a
systematic manner
 Analyzes performance of students with diverse
learning styles
 Maintains records of non-instructional activities

3. COMMUNICATING WITH
FAMILIES
 Maintains confidentiality in all
situations/settings
 Communicates positive information and
concerns to parents/caregivers
 Engages family members/caregivers in the
instructional program

4. WORKING IN AND CONTRIBUTING TO
THE SCHOOLAND DISTRICT
 Establishes rapport with members of diverse
populations
 Seeks assistance from other professionals
concerning teaching and learning
 Participates in school-related activities

5. GROWING AND DEVELOPING
PROFESSIONALLY
 Participates in student teaching seminars and other required
university events
 Attends all required school and district professional
development programs
 Shows evidence of participation in at least one professional
organization
 Integrates information from professional publications into
daily instruction
 Articulates a philosophy of education that includes critical
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6. SHOWING PROFESSIONALISM
 Attends promptly and regularly
 Dresses professionally in the school setting
 Practices personal hygiene and neat grooming
 Completes schedules, assignments, and other
paperwork on time
 Completes work in the manner prescribed by the
university and/or the school district
 Complies with school and class rules

CHARACTERISTICS OF PROFESSIONALISM
 1. Appearance: A professional teacher is neat in look. It should be
made sure to meet requirements of your school's dress code, and
special attention should be paid to appearance when meeting
individuals at school.
 2. Conduct: One’s behavior should be polite and well-spoken
whether one is interacting with students, superior or co-worker.
One needs to keep calm, even in tense situation.
 3. Reliability: As the professional educator, one will be counted
on to find a way to get a job done. Responding to the persons
promptly and fulfilling promise on time is also imperative, as this
shows reliability.

CONT.…….
 4. Competence: Professional teachers endeavor to develop into
experts of their field, which sets them apart from the rest of the
pack. This means continuing education by taking new course,
attending seminar and to attain any related academic or
professional degree/qualification.
 5. Ethics: Teachers must adhere to a firm code of ethics. If there is
a written code, it should be displayed all the times.
 6. Maintaining Your Poise: A professional teacher must continue
his good attitude even when facing a hard situation. For instance, if
a colleague/teacher at your school treats you in a confrontational
manner, you should not route to the same category of deeds.

CONT.…….
 7. Written Correspondence: In written communication, keep your
correspondence brief and precise. Your manner to write should be
gracious, polite, civil, courteous, respectful and formal without being
"oppressive." This should also be applied to an e-mail correspondence.
 8. Organizational Skills: A professional teacher can swiftly and easily
locate what is wanted. Your workplace should be tidy and ordered, and
your materials should contain only what is needed for your presentation.
 9. Accountability: Professional educators are accountable for their
actions at all the times. If there is a mistake, it must be admitted and try
to fix it if probable. Don't attempt to put blame on a coworker. If your
school made a mistake, take responsibility and work to resolve the issue.

TIPS FOR EDUCATING VALUES WHILE
TEACHING
 1. Guide by example: If you wish your pupils to show harmony,
be helpful and sympathetic. If you wish your pupils to respect
people of diversity, you have to value diversity as well. It’s
teacher’s duty to guide by creating an exemplary role to the kids.
 2. Absorb hardship: Doing so will allow learners to be familiar
with examining different viewpoints, that is very important to
develop a greater sense of maturity.
 3. External resources use: External resources offer a great
alternative to the above in allowing students to explore situations
that might otherwise be impossible in the context of a class. These
resources may include films, documentaries, news, or numerous
other study resources.

Course Code: 8612
Unit 3
PROFESSIONALISM IN TEACHING: THEORY
TO PRACTICE

 Describe the code of professional
conduct and values
 Explain the professional
dispositions for teachers
 Understand the Islamic
principles of professionalism
 Identify the problems faced by
beginner teachers
OUTLINES

CODE OF PROFESSIONAL CONDUCT AND
VALUES
 Professional Code for Teachers repeats and makes explicit
the values and standards that have long been experienced
by the teachers through their active participation in the field
of education.

PURPOSE OF THE CODE
 It fills in as a directing compass as teachers look to control a
moral and conscious course through their career in instructing
and to maintain the respect and pride of the profession of
teaching.
 It might be utilized by the teaching group and the more
extensive open to inform their comprehension and desires of
the teaching profession.
 It has a vital legitimate standup and will be utilized by the
Council as a source of perspective point in practicing its
investigative and under the disciplinary capacities.

STRUCTURE OF THE CODE
 This is embodied in the values of Respect, Care, Trust and
Integrity that are reflected all through the Code. All these
important values are supported by the teacher in the act of
his/her teaching profession.

PROFESSIONAL STANDARDS OF
TEACHING PROFESSION
 On behalf of teaching profession, the Teaching Council
sets out the following standards that apply to all teachers
regardless of their position

CONT…….
 1. Professional Values and Relationships
 The Teachers should:
 Be minding, reasonable and focused on the best advantages of the
students/pupil.
 Regard and acknowledge the uniqueness, distinction and particular
needs of the pupils/students and improve their all-around
development.
 Be focused on fairness and consideration and to regarding and
obliging diversity including those distinctions emerging from sex,
civil status, family and Status.

CONT…….
 2. Professional Integrity
 The Teachers should:
 Act with trustworthiness and uprightness in all aspects of their
work
 Respect the privacy of others and the secrecy of gained
information over the span of professional practice.
 Represent themselves as role model, their professional status,
capabilities and experience genuinely
 Use their name as set out in the Register of Teachers, over the span
of their expert obligations.

CONT…….
 3. Professional Conduct. The Teachers should:
 Uphold the respect, reputation and requirements of a profession
 Take every single sensible step in connection to the care of students
under their watch to guarantee their security and welfare
 Work under the premises of rules and regulation

CONT…….
 4. Professional Practice : The Teachers should:
 Maintain proper requirements of practice in connection to
students/pupils learning, proper planning, observing, evaluating,
reporting and giving feedback.
 Apply their insight and involvement in encouraging students/pupils all
around development.
 Plan and convey clear, difficult and achievable desires for students/
pupils.
 Create a situation where students/pupils can play role as active agents
in the learning procedure and create deep rooted learning abilities

CONT…….
 5. Professional Development. The Teachers should:
Take moral obligation regarding managing and enhancing the
nature of their professional practice by: currently keeping up their
professionally learning and comprehension to ensure it is
reflecting and basically assessing their professional practice, in
light of their professional knowledge base provide chances for
lifelong professional development.

TEACHING AS VOCATION
 There is a surety that teachers can get many benefits by examination of their
important drives and duties regarding their profession.

PROFESSIONAL DISPOSITIONS
 Professional dispositions are characterized as the values,
duties, and professional ethics that impact practices toward
students, families, partners, and other groups and influence
students’ learning, inspiration, development and also the
teacher's own professional development.
 Dispositions are guided by believes and states of mind
identified with qualities, for example, mindful, fairness,
trustworthiness, responsible, and social justice.

IMPORTANCE OF DISPOSITIONS
Research demonstrates that the properties of the classroom
teacher altogether influence how well students learn. "According
to recent studies, it has turned out to be certain that the nature
of the education our children get depends straightforwardly upon
the nature of the teachers in our schools. Guardians, teachers,
instructors, and researchers agree on that effective educating
happens when the teachers would completely know their
subjects, have solid teaching abilities and have the skill to
encourage development and learning in students

NEED OF PROFESSIONAL DISPOSITIONS
In this manner, your underlying licensure program will set you
up to show the knowledge, skills, and dispositions expected of
beginning teachers. Faculty and school staff will assess you at
different times in the program and furnish you with criticism
about your progress. Professional disposition will be evaluated
by classroom teacher in each course that has a field experience
necessity.

WAYS DISPOSITIONS MAY BE ASSESSED
An educator in one of your training classes may have a concern
about a disposition area that need to be improved. He or she
will talk about that concerns with you and you two may build
up a plan for improvement. A duplicate copy of the
improvement plan will be kept in your perpetual record and
may influence your progress in the program. Your course
teacher will report your progress, showing whether you were
or were not ready to move forward.

DISPOSITIONS OF EFFECTIVE TEACHERS
 1. Empathy: Seeing and tolerating the other individual's
perspective. Trusts that a genuine grasp of the student's
perspective, and an accurate communication of that
comprehension, is a most vital key to building up a
noteworthy teaching/learning relationship.
 2. Positive perspective of others: Putting believe on the
value, ability and potential of others. Believe on the trust and
confidence in the student's worth, capacity and ability with
respect to change is a vital component to learning.

CONT…….
 3. Positive perspective of self: Having faith in the worth,
capacity and potential of themselves. Having a built up self-
idea that is generally positive and gives a general feeling of
self-adequacy.
 4. Authenticity: Feeling a sense of opportunity and openness
that empowers her or him to be an interesting individual in
trustworthiness and pureness.
 5. Meaningful purpose and vision: Identifying to purposes
that are essentially individual focused, wide, deep, freeing
and long range in nature.

Course Code: 8612
Unit 4
ATTRIBUTES OF TEACHER

 Gain an insight on the traits of a
professional teacher,
 Contribute to improving the quality
of teaching and learning,
 Actively promote teacher
professionalism,
 Maintain and improve teachers’
professional standards
OUTLINES

TEACHER
 A teacher (also called a school teacher or, in some contexts,
an educator) is a person who helps others to acquire
knowledge, competences or values.

PROFESSIONAL TEACHER
“Is the licensed professional
who possess dignity and
reputation with high moral
values as well as technical and
professional competence. S/he
adheres to, observes, and
practices a set of ethical and
moral principles, standards and
values.” A professional teacher
perceives himself/herself as
someone who can effect
change.

FOUR MODELS
 The teacher as manager of
instruction;
 The teacher as caring
person;
 The teacher as expert
learner
 The teacher as cultural
and civic person.

QUALITIES
 Teachers are eager about their topic and contentment in
sharing what they have learned. Sometimes it appears that they
can go on forever about their subject while negating the idea
that they are an "expert."
 Good teachers will tell you they are students, not teachers.
 These two qualities are the primary and distinctive features of
a teacher. Love of knowledge and a love of contributing to
the development of others.

REFLECTIVE PRACTITIONER
 Reflective practice is the ability to reflect on one's actions so as
to engage in a process of continuous learning. According to one
definition it involves "paying critical attention to the practical
values and theories which inform everyday actions, by examining
practice reflectively and reflexively.
 A 'reflective practitioner' is someone who, at regular intervals,
looks back at the work they do, and the work process, and
considers how they can improve. They 'reflect' on the work they
have done.

INQUIRING TEACHER
 Teachers have the potential to transform and have a profound
impact on the learning experiences and life chances of our
young people.
 The ‘style’ approach: A common view of teaching effectiveness
which focuses on how teachers teach.
 The ‘outcomes’ approach: A common view of teaching
effectiveness which focuses on student results.
 The ‘inquiry’ approach: An alternative view of teaching
effectiveness that incorporates style and outcomes within an
inquiry-based framework.

COMMITTED TEACHER
 The strength of any profession depends upon the degree of
commitment of its members and the teaching has no
exception.
 A committed physician is one whose behavior is determined
by his philosophy of what is meant by his practice of
medicine. A committed lawyer is one whose practice is
based upon his philosophy of law. Consequently, a
committed teacher is one whose behavior is consistent with
his philosophy of education.

PRINCIPLES OF COMMITMENT
 1. Commitment to the Students: The teacher struggles
to help each student recognize his or her potential as a
valuable and effective member of society. The teacher
therefore works to stimulate the spirit of inquiry, the
acquisition of knowledge and understanding, and the
thoughtful formulation of precious goals.
 Commitment to the Profession: The education
profession is vested by the public with a trust and
responsibility requiring the highest ideals of professional
service.

MORAL AGENT
 From Aristotle to nowadays, most of thinkers, believe that ethics can be
taught. The research demonstrates that the students’ moral profile is
strongly shaped during the academic years. Teachers has an important
influence on students’ moral development.
 Role of A Teacher as a moral Educator
 Teacher a Role Model who sets good Example
 Teacher as a Counselor Who Offers Advise
 Forming a caring Environment
 Development Social and Emotional Skills
 Teaching for Expertise and Perfection

ROLE MODEL
 A role model is a person who
inspires and encourages us to
strive for greatness, live to our
fullest potential and see the best in
ourselves. A role model is
someone we admire and someone
we aspire to be like.
 A child, as we know, needs models
and not critics. These models a
child finds, first in his parents, and
second in his teachers.

CONT……..
 Honest: We want our children, for instance, to develop the
quality of honesty. The teacher must then be very honest
in all her behaviour with the children she is handling. In
this regard, partiality and favoritism are the two most
horrible qualities that a teacher should not have.
 Affectionate: The next quality that we would like to find in
an ideal teacher is that, he/she should be very affectionate
to all the children in his/her charge. The love they get at
this stage of life is what makes them lovable and
affectionate adults.

CONT……..
 Good Learner: The students believe that their teacher is a
fountain-head of all knowledge. This belief of the children must
be kept alive by the teacher which is possible, only if he
continues to learn together with his teaching assignments. A
good teacher is the one who is also a good learner.
 Understanding: With this attitude of familiarity with the
children, the teacher will win the confidence and they will
always discuss their problems with him/her and they will also
take him as their confidante. For this, the teacher has to put
himself in the shoes of the children, understand their feelings,
and he/she will be loved for this.

Course Code: 8612
Unit 5
CHANGING ROLE OF THE TEACHER:
BEYOND CLASSROOM

 Realize the importance of
professional identity
 Interpret the process of career
development
 Practice reflective journal for
professional development
 Use National Professional Standards
for Teachers as criteria for
professional development
OUTLINES

TEACHER’S PROFESSIONAL IDENTITY
Meaning of Professional Identity
 Gecas (1982) defined identities
as the various meanings that
are attached to a person by
themselves and others.
 Professional identity is defined
as one’s professional self-
concept based on attributes,
beliefs, values, motives, and
experiences.

IMPORTANCE OF PROFESSIONAL
IDENTITY
 A professional identity affects individual behavior and
psychological well-being in the workplace.
 Individuals’ professional identities determined their moral
decision-making i.e., decisions related to dos and don'ts, good
and bad.
 Professional identification contributes to have positive
performance outcomes such as career success.
 A positive self-concept about professional identity can protect
a person from depression and anxiety.

DEVELOPMENT OF PROFESSIONAL
IDENTITY
 Five necessary processes in the development of a
professional identity.
 (1) reconciling prior beliefs with teaching,
 (2) locating identity within a community of practice
 (3) managing emotional aspects of identity formation
 (4) integrating experiences and theory of teaching profession
 (5) developing a sense of self-confidence.

CAREER DEVELOPMENT
 Career consists of a period of time spent in a job or
profession.
 Career is a general pattern of progress of a person as an
employee.
 It is necessary to identify opportunities and constraints
within the prevailing environment.
 This will help you to focus your efforts on relevant areas
and avoid irrelevant or out of date aspects in the job
market.

STEPS OF SUCCESSFUL CAREER
DEVELOPMENT
 a. Planning: For successful career development, proper
planning is first most important step. Planning involves setting
objectives for your career i.e., what do you want to achieve in
next 05 years in terms of personal and/or professional
development?
 b. Self-awareness: Second important step is to know your
strengths and weaknesses. It may be related to individual skills
i.e. intrapersonal (self-management) and interpersonal
(listening, communication, negotiation).
 c. Professional Opportunities: The next step is to improve in
your weak areas by adopting suitable strategies/opportunity
e.g., if you need to update your pedagogical skills,

WRITING REFLECTIVE JOURNALS
 What is Reflection?
 A dialogue of thinking and doing
through which one becomes more
skilled.
 A process that helps teachers think
about what happened, why it
happened, and what else could have
been done to reach their goals.
 The capacity to think creatively,
imaginatively and, eventually, self-
critically about classroom practice.

WHAT IS REFLECTIVE JOURNAL?
 A journal consists of observations,
insights, memories, impressions
and feelings. Journaling is a way of
having an open dialogue with
oneself. It is a mechanism in
understanding the way you think,
feel and see.
 Writing a journal involves
externalizing your thoughts, ideas,
feelings, impressions, reactions,
dreams, ideals, sorrows,
yearnings, hopes and experiences.

TIME DURATION TO START UP
The crucial thing is to keep writing for at least ten
minutes, to incorporate your hesitations or obstructions
in your actual writing and to let your imagination and
your senses off the leash. It can be written daily, weekly
or after certain time period such as after every two
weeks or monthly. However, it is desirable to write daily.

HOW TO WRITE?
 Writing ‘well’ is irrelevant here. So are concerns
about perfect spelling or grammar or even ease
with words.
 Spelling, grammar, neat handwriting are not very
serious issues when it comes to journal writing.
Don’t edit or rewrite as you go.

SOME PRACTICAL SUGGESTIONS
 Write in your journal regularly
 Combine the familiar with the unfamiliar.
 Keep your journal where no one else will read it.
 It is possible to be a computer journal writer!
 Use a pen that flows smoothly and feels totally
comfortable in your hand.
 Choose your journals lovingly.
 ‘Forget’ what you wrote yesterday

FORMS OF JOURNAL WRITING
 Forms of journal-writing Journals come in any
shape, size or form. They exist as the five-year
diary with prescribed space for each day, they could
exist as yellow sticky notes stuck on the walls of a
room, or they exist not on paper at all. They may be
in electronic form on audio or videotape or in a
word-processed format and, no doubt, they have
been written on stone or the walls of caves.

NATIONAL PROFESSIONAL STANDARDS FOR
TEACHERS IN PAKISTAN
 The ministry of education has developed national
professional standards for teachers in 2009.
 Professional standards for initial preparation of
teachers are comprised of ten standards. Each
standard has three parts; knowledge (content),
dispositions (behaviour, attitude, and values) and
performance (what teachers do and should be able
to do).

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IMPORTANCE OF DEVELOPING NPST IN
PAKISTAN
 Along with the mastery of a body of knowledge, teacher
profession requires certain set of skills and attitude.
 Professional standards may help to smooth the activities of
any profession to get the optimal outcomes within a
limited time.
 These standards can serve as criteria for professional
development of teachers. Hence, it can be used for
professional learning, self-assessment and coaching of
teachers.

Course Code: 8612
Unit 6
ETHICS, EDUCATION AND TEACHER

 Discuss where does Pakistan stand in its
commitment to provide free and quality
basic education to children?
 Give a detail description about right to
education constitution in Pakistan
 What are educational wrongs in Pakistani
education system?
 Enlist characteristics of effective teachers
 Describe teachers as role models for
students
OUTLINES

EDUCATIONS AS A HUMAN RIGHT
IN INTERNATIONAL
 Universal Education of Human Rights in 1948,
 Convention against Discrimination in Education (1960),
 The Convention on the Elimination of All Forms of Discrimination
against Women (1981). These treaties advocated following
recommendation;
 a. free and compulsory primary education of all children
 b. a responsible approach towards developing secondary education
accessible for all children and equitable access to higher education
 c. provision of basic education for those who have missed the
chance of primary education

RIGHT TO EDUCATION IN PAKISTAN
 Article 37 B of the constitution of Pakistan stated: “the state shall
remove illiteracy and provide free and compulsory secondary
education within minimal possible time”.
 Article 25 A. “The State shall provide free and compulsory education to
all children of the age of five to sixteen years in such manner as may be
determined by law”.
 Pakistan is one of the signatories of EFA among 164 countries and
government of Pakistan pledged to achieve all 6 goals of EFA to be met
by 2015.
 The year 2015 has passed and this dream still yet to come true in
Pakistan as we are far behind in achieving the goals of EFA.

QUALITY EDUCATION
 Quality education means a type of education where:
students learn from qualified teachers; learn well and
play well; they feel comfortable in learning
environment; they learn according to their pace of
learning; their views are valued; they receive positive
feedback from teachers; they have good relation with
their teachers; they get proper attention of the teachers;
they feel secure; they are treated in respectable
manners; their needs and interests are always taken
seriously.

PROFESSIONAL WRONGS
 Professional wrongs mean all actions or behaviors of teachers
which are not at par with existing demand and need of time
to prepare students for 21st century.
 if they do not show enthusiasm with profession; if they are
not committed to their duties; if they do not know about
national curriculum and use it as guide for teaching learning
process; if they teach students without preparation; if they do
not develop links between previous learning of students with
new learning; if they do not broaden and deepen knowledge
base of students.

CONT…..
 1. Believe teaching is just a job
 2. Arrive late regularly, have discipline problems, not sensitive
to students’ culture or heritage, express biasness and indulge in
paper work during class instead of working with students
 3. Do not address parents concerns properly and lacking in
conflict resolution skills
 4. Use inappropriate language, ridicule students, always
defensive, having confrontations with students, and do not
own what so ever occur in classrooms
 5. Inconsistent in approach of teaching, monitoring or other
tasks

SCHOOLING
 Schools are established to inculcate acceptable habits
and behaviors in new generation. It is also thought that
individuals possess knowledge, skills for and
dispositions in schools where they interact with highly
qualified, experienced and knowledgeable
personalities.
 Societies establish schools to preserve and transfer
their culture, traditions and customs to new generation.
Curriculum which is taught in schools actually reflects
the overall national thinking.

TEACHING
 Teaching is defined differently by different people in general and teachers
in particular.
 Teaching is an art while there are some others who will say teaching is a
science.
 Teaching is an act of telling or explaining answers to those who don’t
know.
 Psychologists may define teaching in terms of stimuli-response
conditions.
 It is a process in which learners gain knowledge, develop their skills and
dispositions.

CONT…….
 1. Assume ownership of students’ success and what’s going
on in the classroom
 2. Share personal experiences for clarification of concepts
 3. Understand what students feel in the classroom
 4. Communicate effectively with students
 5. Open to accept mistakes and correct these immediately
 6. Think about and reflect practically
 7. Have a sense of humor
 8. Wear proper and appropriate dress

CONT…….
 9. Maintain secrets of and respect the students
 10. Plan their activity yet flexible
 11. Responsive to students needs as per situation
 12. Expect higher performance of student and make learning a
joyful activity
 13. Guide students to resolve the conflicts in number of ways
 14. Value students’ comments and listen students’ questions
attentively

GOOD TEACHING REQUIRES PROPER
PLANNING
 1. Plan their lesson on daily basis and share with students
2. Assess students for diagnostic purposes and share
information with all stakeholders particularly the parents
 3. Secure the students work to use it as reference.
 4. Plan lesson aligned with objectives clearly mentioned
in curriculum
 5. Plan has variety of learning material to use

TEACHERS AS A ROLE MODEL
 A role model is a person who inspires
and encourages us to strive for
greatness, live to our fullest potential
and see the best in ourselves.
 A role model is someone we admire
and someone we aspire to be like. We
learn through them, through their
commitment to excellence and
through their ability to make us
realize our own personal growth. We
look at them for advice and guidance.

Course Code: 8612
Unit 7
TEACHING PROFESSION AND
GLOBALIZATION

 Define globalization
 Describe the impact of globalization
on teacher education
 Explain teacher professionalism
 Discuss the issues of teacher
education in new millennium
 Evaluate the role of ODL in teacher
education
OUTLINES

 What kind of teacher does the modern society, and,
in particular, the modern school need? Does the
system of teacher education really meet the needs
of the school, the society and the challenges of the
modern world?

TEACHER PROFESSIONALISM AND
GLOBALIZATION
 Globalization is a process of integrating the nation
states by removing or minimizing the restrictions on
the movement of material resources, financial
resources, labor, technology and ideas.
 Education is an important sector in any economy and
globalization has its implications for this sector as well.

CONTENT OF EDUCATION:
 The fast-developing stock of knowledge and the need
for its continuous updating has also initialed. No longer
is education confined to a particular period of life.
 A key to the twenty first century, learning throughout
life will be essential for adapting the evolving
requirements of new generation and for better mastery
of changing time from the rhythms of individual
existence.

EQUITY AND EXCELLENCE:
 An important component of globalization in relation to
education is the need for producing quality manpower
that can successfully face the competition in the world.
 Quality and excellence have become the watchwords of
the new millennium everywhere.
 No system of education can rise above the level of
teachers’. Teacher must be trained and educated
properly.

TEACHER EDUCATION:
 The purpose of teacher education is to produce teachers
who have professional competencies.
 In this age of globalization, we need to make the system
of teacher education more innovative and futuristic in
order to respond to the changing demands of the society.
 Teacher educators thus have to be motivated enough to
plan for their own personal and professional
development. They are expected to take responsibility
and take charge for their own learning and development.

TEACHING PROFESSION AND ODL
 Now that most countries have made solid progress
towards the achievement of universal primary schooling
by 2015, the world faces two other major educational
challenges.
 Teacher education and open and distance learning (ODL)
are separately complex and critically important fields of
endeavors. Used together, they have the potential to
enhance the effective, efficient and equitable provision of
education and to maximize access to such provision by
various categories of disadvantaged learners.

 ODL is designed to break the demand for face-to-face
attendance at particular institution, which places additional
obstacles in the way of streamlined access to such education.
 Provide cost-effective pre-service and in-service teacher
education;
 Support school-based pre-service and continuing professional
development programmers for teachers;
 Upgrade unqualified teachers and enable qualified teachers to
acquire higher teaching qualifications;

COMBINING TEACHER EDUCATION AND
OPEN AND DISTANCE LEARNING
 Open and Distance Learning) traced efforts to develop teacher
education programmers using varying degrees of ODL in
institutions as diverse as the Bangladesh Open University , the
Indira Gandhi National Open University ,the Open University
of Tanzania, the University of the South Pacific.
 Establishment of fourteen ODL institutions in formal
universities of Pakistan.
 The Open & Distance Learning System (ODL) is the new
global technology based process of education, highly valuable in
a globalized knowledge society which envisage technological
and social changes

Course Code: 8612
Unit 8
Society, Culture and Teaching
Profession

 1. Trace the scope of social
context in teaching profession
 2. Understand the cultural
provisions in the profession of
education
 3. Know about the political
context and limitations in the
profession of education.
OUTLINES

SOCIAL CONTEXT
It has been proved from researches
that the effectiveness of schools the
quality of the learning environment
is the factor affecting student learning
and outcomes that is most readily
modified. It shows the variables such
as cognitive and motivational
capacities, socio-economic
background, social and cultural
capital are out of control by the
teachers and school

IMPORTANCE OF THE SOCIAL CONTEXT
OF TEACHING AND LEARNING
 Social interactions between student and teachers
 Good teacher encourages contacts between students and
faculty,
 Develops mutuality and collaboration among students,
 Uses active learning techniques,
 Gives quick feedback,
 Emphasizes in time completion of task,
 Communicates high expectations, and
 Respects individual differences and other ways of learning

COOPERATIVE TEACHING AND LEARNING
An instructional strategy in which students work in a small group to achieve
the common goals is called cooperative learning. This perspective is currently
moving from school into higher education promises to bring change
dramatically the social arrangements between teachers and students.

TEACHER’S ROLE IN COOPERATIVE LEARNING
 This paradigm of cooperative learning has shifted the
role of teachers becomes facilitator rather than the
lecturing authority.
 Teacher’s role is expanded beyond the typical product
model of simply presenting information and evaluating.
 Now the teachers, main role is to facilitate-to set tasks
for the group and guide the group toward cooperation
and interdependence.

POLITICAL CONTEXT
 The decision about the education system in Pakistan will be
different other countries having very different politics,
government structures, laws, histories, cultures and education
systems to name only a few factors. The context in which
decisions are made around education is matter a lot.

FACTORS INFLUENCE TEACHING
 Principal affect everything in the school
motivation
 Politics either be positive and negative.
 Economic, social and political conditions

INTERPLAY WITH VALUE EDUCATION
AND TEACHING PROFESSION
 Two questions seeking answers in order to address the
problem of determining the impact of teacher values on
teaching in general and values education in particular:
 1. Is effective teaching the expression of a general set of
teacher personal values that inform teacher behaviors
and relationships with students?
 2. Are there specific teacher values that inform quality
values education?

REALNESS
 This includes the teacher being
himself without presence of
different classroom identity.
Teacher may be enthusiastic,
uninterested, interested, annoyed,
sympatric and sensitive
 because they accepts these
feelings as her/his own, she/he
has no need to enforce them.

PRIZING, ACCEPTING, TRUST
This comprises the teacher way of
recognizing and acknowledging his
students. Recognition should be in
the way that it may not discourage
other students while encouraging
one in front of class. For that
purpose private recognition is
encouraged as compared to public
recognition. Caring for them in such
a way that their feelings and
opinions are affirmed.

EMPATHIC UNDERSTANDING
 This contains the teacher quality to demonstrate a
sensitive understanding of how his student perceive and
feels about learning.

THE FULLY FUNCTIONING PERSON
 This involves teachers in the
process of being and
becoming themselves by
being open to their feelings
and evidence from all
sources, and by discovering
that they are soundly and
realistically social.

THE TRAIT APPROACH
The trait approach is based on the view that values education should
comprise predetermined traits or qualities that can be taught

THE COGNITIVE DEVELOPMENTAL
APPROACH
 “This approach is called ‘cognitive’
because it bases values education,
like intellectual education, on the
active thinking of students about
values. It is ‘developmental’ because
it views values education as the
movement through stages.
 These stages define ‘what (a person)
finds valuable how he defines the
value, and why he finds it valuable,
that is, the reasons he gives for
valuing it’ (Kohlberg, 1975).

Course Code: 8612
Unit 9
ETHICAL ISSUES IN TEACHING
PROFESSION

 Explain Ethics and its importance.
 Differentiate between Ethics and
Morals.
 Discuss Professionalism in
Teacher Education.
 Identify General Principle of
Ethics in teaching.
OUTLINES

DEFINITIONS OF ETHICS
 Ethics are concerned with the moral philosophy or codes practiced by
a person or group of people.
 Ethics a set of moral principles: theory or system or moral values. The
discipline dealing with what is good and bad.

DIFFERENCE BETWEEN ETHICS AND MORALS

PROFESSIONALISM IN TEACHER EDUCATION
 Profession: The concept of profession consists in a system of
ethical principles expressible as duties or obligation (David, 2012).

PROFESSIONAL ETHICS
 Professional ethics are
acceptable standards of personal
and business behavior, value and
guiding principles, Code of
professional ethics are often
established by professional
organization.
 Professional ethics is conceived
as an extra theoretical
component in courses of
professional education,

CRITERIA FOR PROFESSIONALISM
 Professions provide an important public service.
 They involve a theoretically as well as practically grounded
expertise.
 They have a distinct ethical dimension ethical dimension which
calls for expression in a code of practice.
 They require organization and regulation for purposes of
recruitment and
 Professional practitioners require a high degree of individual
autonomy or independence of judgment for effective practice

WHY TEACHING IS CALLED PROFESSION?
Teaching is called profession due to:
 Its social obligation
 Social prestige
 Community demand
 Social service
 Transformation of values and traditions

TEACHING PROFESSIONALISM
Teacher professionalism is what teachers actually
practice. These practices involve:
 Transfer of knowledge
 Presentation of content
 Facilitating learning
 Developing skills in monitoring and enhancing learning
 Ability to exert educational judgment

GENERAL PRINCIPLE OF ETHICS IN
TEACHING
 Justice
 Care
 Utilitarianism
 Critique
 Virtue

ETHICAL ROLE PERTAINING TO THE ROLE
OF TEACHER
 Moral Person
 Moral Educator
 Student Teacher Relationship
 Self Awareness
 Fairness and Care

ETHICAL ISSUE PERTAINING TO EDUCATION
 Right to Education: Due to the importance of education in
Islam, The Holy Prophet (PBUH) said: “Getting knowledge
is obligatory to every Muslim man and woman”. It is the
moral duty of government and concerned authorities to
provide opportunities for students.
 Should Teacher Students be Friends? Schooling is the act
of interacting people with each other towards the mutual
goal. Nowadays, the renowned philosophy of education
leads towards the friendship relationships of student
teacher.

CONT….
 To What Extent Help is Required? This issue is more
considerable that is more required in relationship of
principals, teachers and students.
 Communication: Communication is the heart of any
educational process whether it is carried in classroom
or beyond the classroom. Being polite and humble can
uplift the ethical environment of schools.
 Conflict Management: Conflicts can be easily resolved,
by adopting ethical frameworks.

CONT…..
 Language of Learning: Biesta (2006) found concept of
the language of learning. In this regard, he has
identified four contributing trends which influence on
ethic in educational system.
 Teacher Autonomy: The concept of teacher refers to
the professional independence of teachers in schools,
especially the degree to which they can make
autonomous decisions about what they teach to
students and how they teach it.

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