A Code Of Professional Conduct Oriented Toward The Public Good

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Teacher professionalism, according to Bartley and Diamond (2010), refers to a kind of ‘professional activities’ consists of ‘qualifications, standards and accountabilities’ (p.4). It also contains several other broader values, including ‘furthering individual and social development, fulfilment and emancipation’ (ibid, p.4). The initial features that covered to term professionalism, according to Millerson (1964), include:
• the use of skills based on theoretical knowledge
• education and training in those skills certified by examination
• a code of professional conduct oriented toward the ‘public good’
• a powerful professional organisation

(cited in Whitty, 2006, p.2)

Teachers who behave under the guidance of these initial concepts of professionalism are viewed as ‘typical teachers’ due to the reason that they stick to the exact expectations of the role, which is what Hoyle (1969) claimed as a ‘stereotype’ (p.38). The basic and major duties for those typical teachers are controlling their own classes, conducting effective teaching in their classrooms (ibid, 1969), which include ‘planning and preparing courses and lessons…marking work and assessing, recording and reporting on the development, progress and attainment of pupils’ (Osborn, cited in Johnson and Maclean, 2008, p.68). In a word, their core focus is their teaching efficiency and students’ outcomes. This is actually what Hoyle (1980) defined as teachers’ ‘restricted professionalism’. Hammond (in…

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