Teaching Professionalism to the Teaching Profession

1981 ◽  
Vol 25 (1) ◽  
pp. 24-36 ◽  
Author(s):  
Michael Macklin
Keyword(s):  
Professional Development ◽  
Philosophy Of Education ◽  
Teaching Profession ◽  
Fourth Dimension ◽  
Four Dimensions ◽  
Sociological Literature ◽  
Professional Development Of Teachers ◽  
Relational Concept ◽  
Dimensions Of Teaching ◽  
Effective Contribution

This paper proposes a concept of professionalism which (a) distinguishes the essentially professional elements of teaching and (b) establishes in what areas philosophy of education might make an effective contribution to the professional development of teachers. The paper commences with the sociological literature on the formal characteristics of a profession. Four dimensions of teaching are then proposed in order to specify its professional elements. The notion of relevance which underpins my argument is taken to be a relational concept dependent upon the perspective of the person making the relevancy judgment. The relevance of ‘philosophy of education as reflection’ to each of the professional dimensions of teaching is discussed, and an argument mounted for the desirability of reflection as professionally relevant to the fourth dimension of teaching.

Exploring Professional Development of Teachers: The Case of Ethiopia, Finland, India and Singapore

2021 ◽  
pp. 121-133
Author(s):  
Gara Latchanna ◽  
Mittireddy Venkataramana ◽  
Abebe Garedew
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Competence ◽  
Teaching Profession ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Special Needs Education ◽  
Professional Development Of Teachers

The paper attempts to provide a snapshot of the current practices in the Professional Development of Teachers (PDoT) in four selected countries namely, Ethiopia, Finland, India and Singapore. PDoT has been analysed in the form of a continuum of Initial Teacher Education (ITE), Induction and Continuous Professional Development (CPD). The survey of literature revealed that for ITE in two countries, i.e. Ethiopia and India, the system was unable to attract competent applicants, as a result ofwhich the professional competence of teachers suffered. On the other hand, Finland and Singapore were the epitomes of having effective ITE system. The ability to attract candidates with high potential into ITE, right amount of emphasis on theory and practice in ITE programmes, the existence of effective CPD and rigorous professional development community involving the ministry of education, universities of teacher education and schools, and high prestige for the teaching profession enabled Finland and Singapore to be the star performers in PDoT. In Finland, the provision of one-year CPD training on special needs education to all teachers and professional autonomy to teachers were the salient features whereas in Singapore, a monthly stipend for student teachers during initial teacher education and multifarious career tracks for the teacher were a few additional features. 'This survey of literature has presented significant lessons drawn from eachrespective country regardingpractices in PDoT.

scholarly journals A narrativa como opção metodológica de pesquisa e formação de professores

Horizontes ◽  
2015 ◽  
Vol 33 (2) ◽  
Author(s):  
Maria Goreti Da Silva Sousa ◽  
Carmen Lúcia De Oliveira Cabral
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Research Methodology ◽  
Teaching Practice ◽  
Narrative Research ◽  
Teaching Profession ◽  
Methodological Choices ◽  
Training Teacher ◽  
Professional Development Of Teachers

ResumoO presente artigo é fruto das discussões gestadas na disciplina Pesquisa Narrativa em Educação do Doutorado em Educação do PPGED-UFPI, o principal objetivo é refletir sobre as contribuições da narrativa no contexto da pesquisa e da formação de professores. A narrativa de formação tem se constituído no cenário educacional como uma das opções metodológicas dentre os diversos métodos que já apresentam campo estabelecido. É, por sua natureza, carregada de significados e características próprias, permitindo-nos entender como seus componentes desencadeiam e proporcionam aos sujeitos a problematização, a revelação, a compreensão e o processo de reflexão sobre a prática docente através de diferentes técnicas e instrumentos. A construção de narrativas, sua leitura, análise, discussão, em contextos de formação inicial e contínua, consubstanciam-se em potencialidades no desenvolvimento pessoal e profissional dos professores, contribuindo para o processo de profissionalização docente.Palavras-chave: Narrativa de formação; Formação de professores; Profissão docente. A narrative as option and research methodology teacher education AbstractThis article is the result of discussions conducted in the class of Narrative Research in the Doctorate inEducation PPGED - UFPI Education, the main objective is to reflect on the potential of narrative in the context of research and teacher education. The narrative of training has been constituted in the educational scene as one of the methodological choices among the various methods that have already established field. It is, by its nature, full of meanings and characteristics, allowing us to understand how its components trigger and provide the subjects the questioning, revelation, understanding and reflection on the teaching practice through different techniques and tools. The construction of narratives, its reading, analysis, discussion, in the contexts of initial and continuing training, embodies the potential in personal and professional development of teachers, contributing to the teaching professionalization.Keywords: Narrative training; Teacher education; Teaching profession.

WORKSHOP PENINGKATAN PENGEMBANGAN KOMPETENSI PROFESIONAL GURU BAHASA INGGRIS MELALUI IMPLEMENTASI MEDIA PEMBELAJARAN BERBASIS TEKNOLOGI DI SMKN 4 PADANG

2020 ◽  
Vol 1 (1) ◽  
pp. 244-249
Author(s):  
Yosa Novia Dewi ◽  
M. Zaim ◽  
Yenni Rozimela
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Community Engagement ◽  
Teacher Quality ◽  
Teaching Profession ◽  
Learning Methods ◽  
Professional Development Of Teachers ◽  
University Community

Teacher quality is one of the determinants that affect student achievement. This fact raises questionssuch as what the quality of teachers is and how is the professional development of teachers inteaching. To answer this question, University Community Engagement (PkM) was held. PkM is one ofhigher education activities (Tridharma) that must be carried out by lecturers. This workshop is part ofUniversity Community Engagement activities was held at SMKN 4 Padang in 2019. Then, this PkM isused as research to see to what extent PkM activities have an impact on program beneficiaries. Thisstudy tries to explore the parameters of teacher quality and emphasizes the need to renew itselfregularly to meet the challenges of the teaching profession. It further explores the methods and meansof obtaining professional development. It is hoped that with this workshop, teachers will be able todevelop themselves professionally to create and implement various learning methods in the classroom

scholarly journals Social and legal responsibility of educational subjects: approaches to understanding

2020 ◽  
Author(s):  
Д.А. Рылов
Keyword(s):  
Professional Development ◽  
Teaching Profession ◽  
Point Of View ◽  
Legal Responsibility ◽  
Professional Activity ◽  
Structural Components ◽  
Judicial Practice ◽  
Professional Development Of Teachers ◽  
Additional Education

Актуальность статьи обусловлена все возрастающим влиянием социальных проблем на образование. Ответственность как качество личности априори находится в центре деятельности профессионала. В системе ценностей образования, ответственность должна находиться на самом высоком уровне сформированности. Однако, как показывает судебная практика последнего десятилетия, претензий к образованию в виде гражданских и уголовных исков не уменьшается, а только увеличивается. Мы считаем, что одним из факторов этой негативной тенденции является отсутствие внимания к формированию социально-правовой ответственности у работников образования. Она не формируется ни в процессе обучения педагогической профессии ни позже в системе дополнительного образования. Цель статьи заключается в раскрытии понимания феномена ответственности, с точки зрения философского, социологического и экономического подходов. На основании компетентностного подхода выделены структурные компоненты социально-правовой ответственности, в рамках которых можно разработать систему для формирования данного феномена у работников образования. Статья предназначена для преподавателей педагогических вузов и организаций, осуществляющих повышение квалификации педагогических работников. The relevance of the article is due to the increasing influence of social problems on education. Responsibility as a quality of personality is, without no doubt, at the center of professional activity. In the system of values of education, responsibility should be at the highest level of formation. However, as the judicial practice of the last decade shows, claims to education in the form of civil and criminal lawsuits do not decrease, but only increase. We believe that one of the factors of this negative trend is the lack of attention to the formation of social and legal responsibility among educational workers. It is not formed either in the process of teaching the teaching profession or later in the system of additional education. The purpose of the article is to reveal the understanding of the phenomenon of responsibility from the point of view of philosophical, sociological and economic approaches. On the basis of the competence approach, the structural components of social and legal responsibility are identified, within which it is possible to develop a system for the formation of this phenomenon in educational workers. The article is intended for teachers of pedagogical universities and organizations that carry out professional development of teachers.

scholarly journals PENGEMBANGAN PROFESI GURU DALAM MENINGKATKAN KINERJA GURU

2017 ◽  
Vol 2 (2) ◽  
pp. 93
Author(s):  
Ayu Dwi Kesuma Putri ◽  
Nani Imaniyati
Keyword(s):  
Professional Development ◽  
High School ◽  
Data Collection ◽  
Teacher Performance ◽  
Teaching Profession ◽  
Survey Method ◽  
Vocational High School ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development ◽  
Simple Regression

This study aims to describe the development of the teaching profession, to describe the level of teacher performance, and to determine the influence of teachers' professional development on teacher performance. Core studies focused on the factors that affect the performance of teachers, while the factors examined in this study is the development profaesi teacher. The method used is a survey method. Data collection techniques in this study using a questionnaire. Respondents in this research is the foundation of permanent teachers Vocational High School (SMK) in Bandung, which has 21 teachers. Data were analyzed using simple regression. The results showed: (1)) professional development of teachers are in a category quite effective, and the performance of teachers at a fairly high category; (2) professional development positively affects performance.ABSTRAKPenelitian ini bertujuan untuk mengetahui gambaran mengenai pengembangan profesi guru, untuk mengetahui gambaran tingkat kinerja guru, dan untuk mengetahui pengaruh pengembangan profesi guru terhadap kinerja guru. Inti kajiannya difokuskan pada faktor-faktor yang mempengaruhi kinerja guru, adapun faktor yang diteliti dalam penelitian ini adalah pengembangan profaesi guru. Metode penelitian yang digunakan adalah metode survey. Teknik pengumpulan  data yang dilakukan dalam penelitian ini menggunakan angket. Responden dalam penelitian ini adalah guru tetap yayasan Sekolah Menengah Kejuruan (SMK) di Kota Bandung yang berjumlah 21 orang guru. Teknik analisis data  menggunakan  regresi  sederhana. Hasil  penelitian ini menunjukkan:  (1) )  pengembangan profesi guru berada dalam kategori cukup efektif,dan  kinerja  guru  berada  pada  kategori cukup tinggi; (2)  pengembangan profesi guru  berpengaruh  positif terhadap kinerja. 

Four Dimensions of Diamond T: Combination Trade Marks of Colours And Shapes

2006 ◽  
Vol 37 (4) ◽  
pp. 583
Author(s):  
Michael McGowan
Keyword(s):  
Three Dimensional ◽  
Trade Mark ◽  
Fourth Dimension ◽  
Trade Marks ◽  
Four Dimensions ◽  
Trade Mark Law ◽  
Dimensional Shape ◽  
Three Dimensional Shape

This article examines the relatively new fields of colour and shape trade marks. It was initially feared by some academics that the new marks would encroach on the realms of patent and copyright.  However, the traditional requirements of trade mark law, such as functionality and descriptiveness, have meant that trade marks in colour and shape are extremely hard to acquire if they do not have factual distinctiveness. As colour and shape trade marks have no special restrictions, it is proposed that the combination trade mark theory and analysis from the Diamond T case should be used as a way to make them more accessible. The combination analysis can be easily applied because every product has a three dimensional shape and a fourth dimension of colour.

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