Simply defining the term ‘professionalism’ or attempting to come to a conclusion on what this phrase means, in relation to teaching, would mean that there is a general acceptance and consensus on the definition of the word. However, this is not the case as many authors have attempted to define what it means to be a professional in teaching, with contesting theories, with some authors even suggesting that teaching itself, is not a profession (7) . A dictionary definition of professionalism indicates the following; “engaging in an activity for gain or as a means of livelihood” (2) this is a basic definition as it is a broad term which would include every job as a profession. It is not to say every job is not a profession, for the particular individual,
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As an observer, the curriculum acts as a means of managerial control, where teachers are expected to follow a specific set of obligations which are broken down into checklists which dictate what a teacher must do. Although these checklists are there to help guide good practice within teaching, I believe that the role of a teacher also needs to be flexible to work within those guidelines. Similarly, Hoyle and John (1995) (6) suggested that there are two forms of professionalism; Restricted and Extended professionalism. They argued that extended professionalism goes beyond the skills in the classroom and aims to develop wider ranges of skills and knowledge. An example of extended professionalism would include being actively involved in a broader social context within a workplace and a series of collaborations. In teaching this description of an extended professionalism would fit my views of a value system of professionalism; in my views, professionalism has acted, for a long time, as a means of managerial control of the workforce and organisation of work, such as the National Curriculum. I believe that professionalism in education should incorporate this value system of professionalism more, to not only teach what is required by the national curriculum, but to also provide …show more content…
As my PCM stated, this has caused confusion and convolution of what needs to be taught to lower attaining students, therefore, there is a process by which the department agree to what extent a topic will be taught. Due to the nature of the subject, with often complex and precise language, teachers at my school have decided that even after differentiation, students who are unlikely to gain a qualification in the subject, are to be taught essential skills as well, which the can use in the workforce. This type of approach to a value system of professionalism ensures that academic achievements are not the only criteria for success (Appendix 1.3). However, (10) has argued that the role of a teacher is to not just deliver what is presented within a curriculum, but to take the responsibility to mould the curriculum to the needs of the student. Although, I do agree with the stance presented by (10), (11) has argued that in many cases teachers feel they are left to sink or swim during curriculum changes. I also believe it to be the professional duty of a teacher to know when you have to work outside of the curriculum, depending on the class or student, and not to feel constricted to stick to what needs to
As an observer, the curriculum acts as a means of managerial control, where teachers are expected to follow a specific set of obligations which are broken down into checklists which dictate what a teacher must do. Although these checklists are there to help guide good practice within teaching, I believe that the role of a teacher also needs to be flexible to work within those guidelines. Similarly, Hoyle and John (1995) (6) suggested that there are two forms of professionalism; Restricted and Extended professionalism. They argued that extended professionalism goes beyond the skills in the classroom and aims to develop wider ranges of skills and knowledge. An example of extended professionalism would include being actively involved in a broader social context within a workplace and a series of collaborations. In teaching this description of an extended professionalism would fit my views of a value system of professionalism; in my views, professionalism has acted, for a long time, as a means of managerial control of the workforce and organisation of work, such as the National Curriculum. I believe that professionalism in education should incorporate this value system of professionalism more, to not only teach what is required by the national curriculum, but to also provide …show more content…
As my PCM stated, this has caused confusion and convolution of what needs to be taught to lower attaining students, therefore, there is a process by which the department agree to what extent a topic will be taught. Due to the nature of the subject, with often complex and precise language, teachers at my school have decided that even after differentiation, students who are unlikely to gain a qualification in the subject, are to be taught essential skills as well, which the can use in the workforce. This type of approach to a value system of professionalism ensures that academic achievements are not the only criteria for success (Appendix 1.3). However, (10) has argued that the role of a teacher is to not just deliver what is presented within a curriculum, but to take the responsibility to mould the curriculum to the needs of the student. Although, I do agree with the stance presented by (10), (11) has argued that in many cases teachers feel they are left to sink or swim during curriculum changes. I also believe it to be the professional duty of a teacher to know when you have to work outside of the curriculum, depending on the class or student, and not to feel constricted to stick to what needs to