Teaching as a Profession : Values Essential for Teaching ProfessionTeaching as a Profession : Values Essential for Teaching Profession

M. Ed Class ________M. Ed Class ________January 14, 2002January 14, 2002

18.00 - 20.0018.00 - 20.00

Br. Bancha Seanghiran, fsg.Br. Bancha Seanghiran, fsg.ByBy

References :References : 1 1. Kappan : October

993 133, p. 2 . Cambridge Journal ofEEEEEEEEE

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3. Teachers’ s ProfessioEEE EEEEE

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1996HargreavesFalmerPress, EEEEEEEE EE EEE EEEEE4 .EEE EEEEEEEEEE

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- Linda Darling HammoEE

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1 1. Kappan : October 993 133, p.

2. Cambridge Journal of Educati on

30Volume Number 2 2000June

3. Teachers’ s Professio nal Li ves

Edited by Ivor F. Goods on and Andy

1996

4. Teaching as the LearnEEE EEEEEEEEEE

Handbook of Policy anE EEEEEEEE

- Linda Darling HammoEE

- Gary Sykes Jossey Ba 1999

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EEEE EEEEEEEEE EEEEEE - ) 1 990

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5. What Teachers Need to Kn ow

David D. Dill and AssociateE

(The Knowledge, skills,EEE EEEEEE EEEEEEEEE

- to good teaching) Jossey 1 990

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References :References :

What is………….?What is………….?TeachingTeachingLearningLearningProfessionProfession

What is the primary purpose of education ?What is the primary purpose of education ?

• Responsibilities in education• Responsibilities in education

- Moral Education- Moral Education- - Knowledge based Educ.- - Knowledge based Educ.

The primary purpose of education is to initiatestudents into an informed, critical appreciation of the moral dimension of life.

The primary purpose of education is to initiatestudents into an informed, critical appreciation of the moral dimension of life.

Ideas about Teaching & LearningIdeas about Teaching & Learning

knowledge as facts,knowledge as facts,1. Old conceptions of :1. Old conceptions of :

learning as memorizinglearning as memorizingteaching as telling,teaching as telling,

3. Many teachers believe they know it already3. Many teachers believe they know it already

2. Teachers change their practice through picking up a new technique, activity, or a new piece of curricular material, etc.

2. Teachers change their practice through picking up a new technique, activity, or a new piece of curricular material, etc.

Ideas about Teaching & LearningIdeas about Teaching & Learning

Learning to thinkLearning to think

Thinking to learnThinking to learnVSVS

By and large, itwas assu med that those in professi

ons were benign and altru istic beings serving societ

y by combining the virtue s of rationality, technique,

control and codes of ethic s, and only incidentally re

aping pecuniary and othe r rewards. (Solder, 1 9

-90 3839, pp. )

By and large, itwas assu med that those in professi

ons were benign and altru istic beings serving societ

y by combining the virtue s of rationality, technique,

control and codes of ethic s, and only incidentally re

aping pecuniary and othe r rewards. (Solder, 1 9

-90 3839, pp. )

Criteria:Criteria:

- a specialized knowledge base or shared technical culture;- a specialized knowledge base or shared technical culture;

- and self-regulated, collegial control rather than external bureaucratic control over recruitment and training, codes of ethics and standards of practice

- and self-regulated, collegial control rather than external bureaucratic control over recruitment and training, codes of ethics and standards of practice

- a strong service ethic with a commitment to meeting clients’ needs;

- a strong service ethic with a commitment to meeting clients’ needs;

Hallmarks of a ProfessionHallmarks of a Profession

1 . Mastery of a body of knowledge and ski l l s that l aypeopl e donot possess

1. Mastery of a body of knowledge and ski l l s that l aypeopl e donot possess

2. Autonomy in practice, and2. Autonomy in practice, and

3. Autonomy in setting standards for the field.3. Autonomy in setting standards for the field.

- training standards- training standards- standards for education- standards for education

- academic freedom- academic freedom- a body of knowledge- a body of knowledge

Teaching ProfessionTeaching Profession

In particular, professionalism marks ...

In particular, professionalism marks ... - accreditation - accreditation

- advanced certification- advanced certification

- licensing- licensing

“Values” is used to refer to …“Values” is used to refer to …The principles and fundamental convictions which act as general guides to behavior, the standards by which particular actions are judged to be good or desirable.

The principles and fundamental convictions which act as general guides to behavior, the standards by which particular actions are judged to be good or desirable.

“ The Ministry shall pro mote development of a

system for teachers and educational personnel, i

ncluding production an d further refinement of

this category of person nel, so that teaching wil

l be further enhanced a nd become a highly resp

ected profession…” (ch. 7, sec. 52).

“ The Ministry shall pro mote development of a

system for teachers and educational personnel, i

ncluding production an d further refinement of

this category of person nel, so that teaching wil

l be further enhanced a nd become a highly resp

ected profession…” (ch. 7 52, sec. ).

National Education Act 1999National Education Act 1999

Values: two distinct meanings …

Values: two distinct meanings …

- objective principles (objective / to be)- objective principles (objective / to be)

VsVs

- personal preferences ( subjective / to have)- personal preferences ( subjective / to have)

The father of “Values”The father of “Values”

- New approach to “Values”- New approach to “Values”

- German philosopher, Friedrich Vilhem Nietzsche- German philosopher, Friedrich Vilhem Nietzsche

Meanings of Value (S)Meanings of Value (S)

values(pl) : the moral beliefs and attitude of soci ety values(pl) : the moral beliefs and attitude of soci ety

value (n) : economic valuevalue (n) : economic value

value (v) : to value, to esteemvalue (v) : to value, to esteem

Assumptions :Assumptions :

All moral ideas are: subjective and relative. Values became whatever the individual subjectively considers, at the time and in the circumstances, to be right or important.

All moral ideas are: subjective and relative. Values became whatever the individual subjectively considers, at the time and in the circumstances, to be right or important.

Objective ValuesObjective Values

- i nformanddi rect our behavi our- i nformanddi rect our behavi our

- transcend time, space, and culture.- transcend time, space, and culture.

Cornerstone values:Cornerstone values:

- Duty- Duty- Respect- Respect

- Responsibility- Responsibility- Obedience- Obedience- Compassion- Compassion

- Consideration and concern for others- Consideration and concern for others- Kindness- Kindness

- Honesty and truthfulness- Honesty and truthfulness

Interconne ctedness

Interconne ctedness

SocietySociety IndividualIndividual

Change behaviour Change behaviour

CharacterCharacterbuildbuildThese ValuesThese Values

- do what they believe to be right- do what they believe to be right

ConnectionConnection

Objective ValuesObjective ValuesGood CharacterGood Character- moral knowing (to know)

- moral knowing (to know)

- ability to judge what is right- ability to judge what is right

- moral feeling, (to appreciate) and

- moral feeling, (to appreciate) and

- care deeply about what is right- care deeply about what is right

- moral behavi ou r (to practice)

- moral behavi ou r (to practice)

- Prepare people to be responsible persons and productive members of institution

- Prepare people to be responsible persons and productive members of institution

Reasons of Possessing Objective ValuesReasons of Possessing Objective Values

- Become more civil and caring communities- Become more civil and caring communities

- Reduce negative behavior- Reduce negative behavior

- Improve performance- Improve performance

DiscussionDiscussion

Can you remember a teacher who influenced your life in an enduring way?

Can you remember a teacher who influenced your life in an enduring way?

- in the daily life of the school- in the daily life of the school

Moral InfluenceMoral InfluenceThe Moral Life of SchoolsThe Moral Life of Schools

• the moral influence that teachers have on students • the moral influence that teachers have on students

• without both (teachers & students) being aware of what they are doing• without both (teachers & students) being aware of what they are doing

- friendliness and integrity, etc.- friendliness and integrity, etc.- confidence and trust- confidence and trust

- interactions at classroom level or outside- interactions at classroom level or outside- teaching activities- teaching activities

3. Ability to relate their knowledge to the lives of students and convey it at a level students could understand.

3. Ability to relate their knowledge to the lives of students and convey it at a level students could understand.4. Ability to evaluate the progress of each student4. Ability to evaluate the progress of each student

teachers great.teachers great.

1. Effective use of language1. Effective use of language2. Being well-informed2. Being well-informed

5. To be believable and authentic human beings (an openness, integrity, inspire trust and confidence).

5. To be believable and authentic human beings (an openness, integrity, inspire trust and confidence).

teachers great.teachers great.

- the integrity and authenticity that will inspire student to learn (not for what they know but for who they are).

- the integrity and authenticity that will inspire student to learn (not for what they know but for who they are).

- moral education- moral education

Distinctive Characteristics of a Catholic teacher Teaching is a vocation, a calling.

Distinctive Characteristics of a Catholic teacher Teaching is a vocation, a calling.1. Good preparation and training1. Good preparation and training

- pedagogy - pedagogy - expert in culture, psychology- expert in culture, psychology

- subject contents- subject contents- knowledge-based education- knowledge-based education

2. To gain deep knowledge and have follow-up of new sciences2. To gain deep knowledge and have follow-up of new sciences

- to have deep understanding and to be committed to one’s teaching ministry (a call from above and part of the Church)

- to have deep understanding and to be committed to one’s teaching ministry (a call from above and part of the Church)

4. To be able to train ordinary students according to their potentials.4. To be able to train ordinary students according to their potentials.

3. Have spirit of a good teacher3. Have spirit of a good teacher

- Catholic teachers must be self-sacrificing, in terms of time, life,intellect to education- Catholic teachers must be self-sacrificing, in terms of time, life,intellect to education

- to have correct attitude towards students (image of God)- to have correct attitude towards students (image of God)

1. Being knowledgeable1. Being knowledgeable

Characteristics of a Good teacherCharacteristics of a Good teacher

7. Being open7. Being open6. Being clear and concise6. Being clear and concise

5. Being honest5. Being honest4. Being upbeat (a soul spirit of a teacher)4. Being upbeat (a soul spirit of a teacher)

3. Being flexible3. Being flexible2. Being humorous2. Being humorous

9. Being a role model

9. Being a role model

Characteristics of a good teacherCharacteristics of a good teacher

13. Having good hygiene.13. Having good hygiene.12. Being diversified12. Being diversified

11. Being self-confident11. Being self-confident10. Being able to relate theory to practice10. Being able to relate theory to practice

8. Being patient8. Being patient

Characteristics of a good teacher (addressed by the King)

Characteristics of a good teacher (addressed by the King)1. Emphasize on ethics

1. Emphasize on ethics

6. Follow the behavior of the King who can be considered as Teacher of the Land.6. Follow the behavior of the King who can be considered as Teacher of the Land.

5. Hold on to goodness5. Hold on to goodness

4. Do not expect material reward4. Do not expect material reward3. Be patient, self-sacrificing, compassionate3. Be patient, self-sacrificing, compassionate

2. Be a role model2. Be a role model

The King’s Address : Oct. 25, 1982Real Teacher is the one who does only good deeds

• Hardworking, diligent• Generous & self - sacrificing• Firm but fair• Patient & refrain from what is not good• Behave oneself within the framework of good disciplines• Honest• Sincere• No bias

• Hardworking, diligent• Generous & self - sacrificing• Firm but fair• Patient & refrain from what is not good• Behave oneself within the framework of good disciplines• Honest• Sincere• No bias