Being a Professional Teacher
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Journal entry 1- Being a Professional Teacher
Definitions of professionalism are constantly being redefined through educational theory, practice and policy (Hilferty, 2008), although most definitions include a series of characteristics (Eggen &Kauchak, 2010). These characteristics include showing a commitment to learners while upholding the code of ethics, the ability to make decisions in different situations, having a body of specialized knowledge and having the ability to conduct self-assessment through reflective practice, by adhering to these characteristics teachers are able to demonstrate professionalism (Eggen & Kauchak, 2010). Experience while being essential is not all the knowledge needed to be an effective teacher, alongside this a teacher must have an extensive understanding of how learning occurs and how they can best promote it to their students, this being gained in the form of professional knowledge (Eggen & Kauchak, 2010). Eggen and Kauchak (2010) explained further that professional knowledge involves taking the knowledge gained from numerous sources making the active decision to use this knowledge and then reflect on the outcome, it enables to “meet the demands and challenges of teaching.” As a teacher in practice it is imperative that they build on their ability to perform evidence based judgement (Eaude, 2011), as well as being able to show professional caring, with Kramer (citied in Eggen & Kauchauk, 2010) clarifying that a teacher does not view what they are doing as a job but instead as a need to care for children.
Reference List
Eggen, P., & Kauchak, D. (2010). Educational Psychology: Windows on Classrooms (Eighth edition). Upple Saddle River: Pearson Education.
Eaude, T., (2011), Compliance or innovation? Enhanced professionalism as the route to improving learning and teaching, Education Review, 23, 49-57
Hilferty, F., (2008), Theorising teacher professionalism as an enacted discourse of power, British Journal of Sociology of Education, 29, 161-173