scholarly journals ¿Qué es ser profesional docente?

10.14201/2812 ◽  
2009 ◽  
Vol 10 ◽  
Author(s):  
Jaime Sarramona López ◽  
Juana Noguera Arrom ◽  
Julio Vera Vila
Keyword(s):  
Personal Development ◽  
Development Process ◽  
Teaching Profession ◽  
Distinctive Features ◽  
Quality Of Teaching ◽  
Professional Quality ◽  
Recent Debate ◽  
Key Issues ◽  
Points Of View

RESUMEN: En este trabajo se pretende repensar algunos puntos claves del debate reciente sobre la profesionalización docente, analizando en concreto las tres cuestiones siguientes: ¿Qué es una profesión? ¿Cuáles son los rasgos diferenciales de la misma? ¿En qué medida podemos afirmar que el profesorado cumple los requisitos convencionales de las profesiones? Aunque hay un acuerdo generalizado acerca de la necesidad de mejorar el status profesional de la enseñanza, no hay coincidencia en la forma de conseguirlo. Para entender las diferentes posiciones, se analizan, además, los conceptos de profesionalismo y profesionalización, y se destaca la importancia de la formación como un proceso de desarrollo personal y profesional. Por último se tratan aspectos relacionados con la salud laboral y las enfermedades profesionales.ABSTRACT: This article proposes to rethink some of the key issues of the recent debate about the teaching profession, through the analysis of three specific aspects: What is a profession? What are its distinctive features? To what extent can we say that teachers are satisfying the demands of the profession? Although there is a general agreement about the need to improve the professional quality of teaching, there doesn't seen to be a way to achieve it. In order to understand the different points of view, there will also be an analysis of the notions of professionalism and professionalization, with an emphasis on the importance of formation as professional and personal development process. To conclude, the issues of laboral health and professional illnesses will be dealt with.

scholarly journals Integrated Continuing Professional Teacher Development (CPTD) Model

2021 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
South Africa ◽  
Personal Development ◽  
Basic Education ◽  
Teaching Profession ◽  
School Level ◽  
South African Council ◽  
Quality Of Teaching ◽  
Educator Development ◽  
District Offices

CPTD (Continuing Professional Teacher’s Development) is the method of recording and reporting the skills, qualifications and knowledge acquired by teachers when they work. The purpose of this model is to present a holistic and integrated approach to current initiatives of educator development. This approach connects efforts of the Basic Department of Education, which is the custodian and regulator of educator development in South Africa. The model is made up of 4 Tiers or levels which sequentially feed into each other in a progressive manner. The first Tier represents the fundamental principles of CPTD at the Department of Basic Education. The aim is to constantly improve the quality of teaching and learning by empowering, motivating and training educators using a standardised CPTD programme. The second Tier ensured that the principles set by the Department of Basic Education are advanced through a statutory body within the sector, known as South African Council of Educators (SACE). There is mandate is monitor and manage the CPTD system as the core function to enhance the teaching profession in South Africa. In order to uphold the educator/ teaching profession, SACE prescribes that each educator produce a Personal Development Plan (PDP) file as part of the CPTD system and Portfolio of Evidence (PoE). This PoE provides evidence for the three-year development cycle, with accumulation of required CPTD points. This process of collection and maintenance of professional development points is stored in an Integrated Quality Management System (IQMS), an electronic/computer system managed directly from the SACE offices. The system is access control and login details are provided by SACE to educators who complete. More details about the outcomes of the CPTD programme are discussed under Tier 4. The third Tier represent execution stage which is incumbent on the Education District Offices. The intervention and the role of the Education District Offices (EDS) is to ensure compliance at school level including registration of all educators within the schooling system with SACE. The EDS is also required to keep data of how many educators have gone through CPDT programme in line with PDP so as to meet the mandate of the Department of Basic Education with regard to professionalization of the education system. As such, they role is further to provide coordination of CPTD activities at district level, including enrolments of educators on CPTD programmes, sourcing and organising CPTD events and workshops. The 4th tier in this integrated model culminates in the attainment of the objectives of CPTD programme. At this level, implementation, having been coordinated already at Tier 3, is now “practicalised” through involvement of selected schools, school management teams and targeted beneficiaries – who are the educators. The completion of the level is attained through three important outcomes:1.Improved quality of teaching and learning2.Producing of Personal Development Plans and PDP files for educators3.Improved educator’s Knowledge, Skills and Abilities (KSAs – Competencies)

The Impact of Class Size on the Quality of Teaching and Learning — A Review

1973 ◽  
Vol 17 (3) ◽  
pp. 239-250 ◽  
Author(s):  
Leslie R. Eastcott
Keyword(s):  
Class Size ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Complex Issue ◽  
General Attitude ◽  
The Real ◽  
Quality Of Teaching ◽  
The Impact

This paper reviews some of the salient research into the complex issue of the impact of class size on the quality of teaching and learning. It describes the general attitude of the teaching profession towards class size and discusses some of the claims made regarding the influence of the variable on teaching and learning. Some evidence is presented to illustrate the nature of the profession's stand on the issue. It is acknowledged that the real impact of class size is much less clear than is implied by the normal assertions regarding its importance, and some of the important literature is examined to illustrate this point. From the discussion several suggestions emerge for desirable procedures in the further investigation of this area.

Facing the Challenges — Using Information and Communications Technology to Support Teaching and Learning

2003 ◽  
Vol 17 (1) ◽  
pp. 59-72 ◽  
Author(s):  
Liam Heaney
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Education Technology ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Technology In The Classroom ◽  
Quality Of Teaching ◽  
Key Issues ◽  
Integration Of Ict

This article explores some of the key issues associated with the use of information and communications technology in the classroom. It discusses the relevance of an education technology strategy and the implications of such a strategy for both teachers and pupils alike. The integration of ICT into the curriculum is considered by many as the means whereby pupils, and learners in the broader context of education, can enhance their knowledge, skills and understanding. As a way of demonstrating how this might be achieved, a detailed teaching project is presented for the reader's consideration. The project focuses on a topic on ‘Dinosaurs’ which has been developed with pupils aged 10 to 11 years of age. A detailed scheme of work and lesson plans are included, as are teaching notes, for those who wish to carry out the project for themselves. The article concludes with the proposition that ICT has the potential to enhance the quality of teaching and learning within the classroom. Inevitably this will require facing a number of challenges. One such challenge is that of coping with the change that will inevitably result from the new technologies.

scholarly journals Peran Supervisi Kepala Sekolah dalam Mengembangkan Profesionalitas Guru Madrasah

MADRASAH ◽  
2016 ◽  
Vol 8 (2) ◽  
pp. 12
Author(s):  
Nurul Lail Rosyidatul Mu'ammaroh
Keyword(s):  
Personal Growth ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Teaching Profession ◽  
Educational Goals ◽  
Learning Situation ◽  
Quality Of Teaching ◽  
Principal Task ◽  
Teaching Situations

<p><em>The supervision essentially contains several main activities, namely the continuous coaching, professional ability development of personnel, improvement of teaching and learning situation with the final target achievement of educational goals and personal growth of students. Supervision done by headmaster as supervisor is to help teachers improve teaching situations in a broad sense. One of the tasks in order to improve the quality of teaching in schools is to develop and analyze the curriculum applied in school. In order to analyze the school curriculum, the principal task is to help teachers improve the teaching profession.</em></p>

scholarly journals Technological Resources for Lifelong Learning of Teachers in the Digital Era: An Analysis from the Learning Ecologies

2019 ◽  
pp. 481-489
Author(s):  
Alba Souto-Seijo ◽  
Iris Estevez ◽  
Mercedes Gonzalez-Sanmamed ◽  
Patricia Romero
Keyword(s):  
New Media ◽  
Teaching Profession ◽  
Pedagogical Practice ◽  
Training And Education ◽  
Digital Era ◽  
Quality Of Teaching ◽  
New Forms Of Work ◽  
The Relationship ◽  
Learning Ecologies

Permanent education has become not only a requirement, but an unavoidable necessity to respond to the requirements of the school, as a precise change for the quality of teaching and teacher training (Imbernón, 2014). The need for a permanent education is driven and/or promoted by the changes that society is generating, simultaneously, in the training and education processes, since the incorporation of ICT in these processes has caused a change in the relationship between the didactic components. Therefore, pedagogical practice must adopt new forms of work that adapt to the new training needs. Consequently, it can be said that education does not remain external to changes and incorporates new media in its didactic relationship, which causes a redefinition of the teacher’s work and, surely of the teaching profession, of its formation and its development professional (Sangrà González Sanmamed, 2011).

scholarly journals MANAGEMENT PANEL, THE QUALITY OF TEACHING AND COMMITMENT TO THE ACHIEVEMENT OF MALAY LANGUAGE IN SABAH STATE

2019 ◽  
pp. 373-383
Author(s):  
Latifah Ayang ◽  
Mohamad Khairuddin Abdullah
Keyword(s):  
Multiple Regression ◽  
Pearson Correlation ◽  
Teaching Experience ◽  
Teaching Profession ◽  
National Language ◽  
Work Commitment ◽  
Management Committee ◽  
Quality Of Teaching ◽  
Positive Significant Correlation

This study was conducted to identify the management panel, the quality of teaching and teachers' commitment to the achievement of the Malay language in Sabah. Management panel is seen in the aspects of the committee’s management principles, self- properties and self-management skills. While the quality of teaching is seen from the dimensions of teaching preparation, a teaching presentation, and behavioral aspects. Other than that, the variable of working commitments is seen in terms of its Willingness to remain in the organization, teaching profession commitment and commitment to the students. In this study, the researcher used the Taylor Scientific Management Theory, Vroom Theory, and Side Bet Theory. The researcher has collected 335 questionnaires that have been answered among teachers who teach Malay Language and representative to all high schools in Sabah by using group sampling, cluster sampling, and simple random sampling. While the data were analyzed using SPSS for Windows version 25.0. One-way ANOVA test, Pearson correlation, and multiple regression analysis were used to analyze the data collected. This study found that there are significant differences in the management committee, the quality of teaching and work commitments based on teaching experience, but there were no significant differences in management committee based on academic qualifications. In terms of connectivity, it is found that there is a positive significant correlation between the management committee and the achievements of Malay Language. While the variable in the quality of teaching was a positive significant correlation with Malay Language achievement. Thus, there was also a significant relationship between work Commitment and the achievement of the Malay language. Multiple regression tests showed that there was a significant influence between the work commitment with the achievement of the Malay Language. The researcher also suggested that the authorities should force together to ensure the achievement of students in the Malay Language is always excellent in line with the Malay language as the National Language.

scholarly journals THE PROBLEM OF TEACHING A FOREIGN LANGUAGE IN PRIMARY SCHOOL IN UKRAINIAN SCIENTIFIC SPACE

2020 ◽  
pp. 156-168
Author(s):  
Nataliia Kokhanova ◽  
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Personal Development ◽  
Language Teaching ◽  
Approaches To Learning ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Quality Of Teaching ◽  
Favorable Conditions

The article aims to study research of domestic scientists on teaching a foreign language in primary school. It is determined that this problem is analyzed in several aspects: comparative and pedagogical, professional and pedagogical, linguistic, methodological, psychological, cultural. This article discusses the main aspects of learning a foreign language in an educational environment. The purpose of the article is to implicate the studies of domestic scientists which explore the educational process in a foreign language teaching in various aspects. In the study the methods of analysis, synthesis, generalization, induction, deduction, analogy were used. In this work we analyzed the problem of a foreign language teaching in primary school in the domestic scientific space. The article concludes that the need to apply these approaches to learning a foreign language, improving the educational process and improving the quality of teaching arose in connection with globalization and the need to create favorable conditions for personal development and socialization in the environment.

Innovare la didattica universitaria attraverso l'integrazione delle ICT: l'esperienza del Progetto PRODID

2016 ◽  
pp. 35-52
Author(s):  
Marina De Rossi ◽  
Mario Giampaolo ◽  
Claudio Riva ◽  
Cinzia Ferranti ◽  
Angelo Calň ◽  
...  
Keyword(s):  
Teaching Profession ◽  
Teaching Staff ◽  
First Year ◽  
Structured Interviews ◽  
Quality Of Teaching ◽  
Project Data ◽  
University Of Padua ◽  
The University ◽  
Structured Questionnaire

This article deals with the theme of innovation in academic didactic through the use of technologies and is one of the outputs of a larger project, "Preparazione alla professionalitŕ docente e innovazione didattica" (PRODID), which aims to establish and develop strategies to support teaching profession at the University of Padua. The authors introduce the theoretical framework and the projects carried out in the University of Padua to take advantage of the potential of technology, then present the results obteined during the first year of the project. Data were collected using a structured questionnaire which involved professors of the University and semi-structured interviews conducted with 16 privileged witnesses forming part of the teaching staff. The questionnaire collects the level of diffusion of didactic solutions that rely on online resources and the quality of teaching experiences conducted by the teachers. The interviews relate to multiple aspects of teaching by highlighting best and innovative practices, resistances due to established practices, and teaching models adopted.

scholarly journals Lifelong learning and influencing on the quality of the society

2015 ◽  
Vol 5 (6) ◽  
Author(s):  
Juhani International Academy for Quality (IAQ)
Keyword(s):  
Lifelong Learning ◽  
Empirical Studies ◽  
Point Of View ◽  
Quality Of Education ◽  
Special Aspect ◽  
Professional Quality ◽  
Points Of View ◽  
Conceptual Research ◽  
Quality Approach

Individual people are the key actors in all societies directly or indirectly through different organizations and institutions. Lifelong learning of people and its influence on the development of the societies are considered in this paper particularly from the quality point of view. In this context, we also refer to inventing, which is the cognate phenomenon of learning. Professional quality approach has proven beneficial in all areas of our societies. Education and learning should not be any exceptions. However, many cases demonstrate that performed quality measures do not deliver promises or are unsatisfactory. Also questions of the quality of education and the quality of society are most often dealt with inconsistently and ambiguously. In order to avoid ambiguity, we refer in this research to the basics of the professional quality. This conceptual research offers a consistent quality perspective on the lifelong learning of people and the organizational learning in order to improve the quality of the society. As a special aspect, we want to bring out the points of view of the strong influential individuals and the elite of the society. With the professional quality approach, our aim is to generate ideas for empirical studies, to address views of practical challenges for the education discipline as well as organizations, and to build a bridge between education and the quality expertise.

scholarly journals The Making of Indonesian Education: An overview on Empowering Indonesian Teachers

2018 ◽  
Vol 2 ◽  
pp. 13-39 ◽  
Author(s):  
Teuku Zulfikar
Keyword(s):  
Teacher Evaluation ◽  
Teaching Styles ◽  
Teaching Profession ◽  
Rote Learning ◽  
Institutional Reforms ◽  
Quality Of Teaching ◽  
Assessment Systems ◽  
Main Factors ◽  
School Curricula

Education is one of the fundamental priorities of nation building. For this reason, the Indonesian government continuously seeks to improve the quality of its education. Empowering education can be done using many strategies, such as reforming school curricula or school systems or both. This article approaches the improvement of Indonesian education from a different angle, by considering teachers and the teaching profession. Before proposing an agenda for improving teachers, the article considers two main problems of Indonesian teachers: the practice of teacher-centred classroom pedagogy; and the emphasis on rote learning in the classroom. In response to these phenomena, this article suggests two main factors responsible for the persistence of such teaching styles: institutional cultures and the nature of assessment systems in Indonesian schools. This article has three recommendations to help Indonesian teachers improve. However, the author is aware that the agendas for improvement are complex and institutional reforms are needed; for example, the reform of teacher recruitment; teacher evaluation and also the reform of assessment systems. This article includes a discussion of what makes for a good teacher, which will help Indonesian teachers to gain an insight to their profession, and a discussion of the changes that could be made to enable the quality of teaching to improve.

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