Teacher professionalism and professional development for the 21st

century

In the light of the 1966 Recommendations Concerning the

Status of TeachersBeatrice Ávalos

Why important?Directions and recommendations that make sense today as far as teacher professionalism is concerned

Clear progress in many of them, but also important shortfalls across countries

New issues related to professionalism that were pre-figured in the recommendations

Teaching as a profession and teacher professionalism

It is a form of public service which requires of teachers expert knowledge, and specialized skills, acquired and maintained through rigorous and continuing study; it calls for a sense or personal and corporate responsibility for the education and welfare of the students in their charge (6)

Conditions for teacher professionalism

Teacher preparation admission: “completion of appropriate secondary education and personal qualities likely to help the persons concerned to become worthy members of the profession” V, 14.

Teacher professionalism involves “moral, intellectual and physical qualities” and required professional knowledge and skills (V, 11)

Conditions for teacher professionalism

Working conditions of teachers should be such as will best promote effective learning and enable teachers to concentrate on their professional tasks (8).The teaching profession should

enjoy academic freedom in the discharge of professional duties (61).

… all teachers should seek to achieve the highest possible standards in all their professional work (70).

Preparation for the professionThe purpose: develop general education and personal culture, ability to teach and educate others, awareness of the principles which underlie good human relations, within and across national boundaries, a sense of responsibility to contribute both by teaching and by example to social, cultural and economic progress (19)Teacher educators: qualified to teach

in their own discipline at a level equivalent to that of higher education. The staff teaching pedagogical subjects should have experience of teaching in schools and wherever possible should have the experience periodically refreshed by secondment to teaching duties in schools (25)

Teacher education and research

Research and experimentation in education and in the teaching of particular subjects should be promoted through the provision of research facilities (26). All staff concerned with teacher

education should be aware of the findings of research in the field with which they are concerned … (26)

Continuing Professional Development

Induction: A probationary period on entry to teaching should be recognized both by teachers and employers as the opportunity for the encouragement and helpful initiation of the entrant and for the establishment and maintenance of proper professional standards as well as the teachers own development of his practical teaching proficiency (39)

Authorities in consultation with teacher organisations, should promote the establishment of a wide system of in-service education available free to all teachers (32)

Where are we today: some issues

Teaching as a profession is not clearly recognised everywhere: low status of teachers, salaries not comparable to similar professions, working conditions.

Teaching, not necessarily attractive to young people with commitment and capacities

Teacher education still of secondary level in a number of countries in Africa and Central America

Teacher professional discretion limited by emphasis on standardised testing and scripted teaching strategies

Where should we be going?

Re-valuation of teaching as a profession –

Understanding of teaching as a complex profession and activity

Support for teacher decision-making on the basis of preparation

Re-valuation of teacher education

Right to continue learning