Every profession entails particular roles within its boundaries; set in place to expedite a sense of order allowing the accomplishment of the professional objectives, of the organisation in question, by the proficient. Even through the ever-fluctuating period of the 21st century, which holds a change for the educational system, there will always be particular goals within teaching that will generate the desired learning outcomes from pupils across a wide spectrum. This assignment examines the particular roles and responsibilities that are established within the teaching profession at the primary age level, reflecting upon the Teacher’s Standards appointed by the department for education. The main areas of observation, within greater depth,
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To be the teacher that is expected of the 21st century, it is of vital importance to reflect on practice within the classroom environment and remain open to critique. In the long run, the teachers are there to impart knowledge, inspire the students in innovative ways and to continue to learn anew for not only the students but teacher as well. However, held within the pages of the book ‘Appraisal and Professional Development in Primary Schools’ is the held believe that autonomy and professional potential are lacking within primary schools and that for the above mentioned factors to be achieved with a sense of creativity; a person centered approach is required, attaining interpersonal skills for management and leadership, such as empathy and warmth, along with the potential of Human growth, including locus of control and motivation. The culmination of these attributes are believed to be the making of true professional development or professionalism amongst primary school teachers. ‘When people accept responsibility for themselves and their own behaviour and recognise their own power to affect and influence the way that circumstances develop, they are more likely to work creatively and co-operatively to benefit the whole organisation.’ (Day, C Whitaker, P Wren, D,
To be the teacher that is expected of the 21st century, it is of vital importance to reflect on practice within the classroom environment and remain open to critique. In the long run, the teachers are there to impart knowledge, inspire the students in innovative ways and to continue to learn anew for not only the students but teacher as well. However, held within the pages of the book ‘Appraisal and Professional Development in Primary Schools’ is the held believe that autonomy and professional potential are lacking within primary schools and that for the above mentioned factors to be achieved with a sense of creativity; a person centered approach is required, attaining interpersonal skills for management and leadership, such as empathy and warmth, along with the potential of Human growth, including locus of control and motivation. The culmination of these attributes are believed to be the making of true professional development or professionalism amongst primary school teachers. ‘When people accept responsibility for themselves and their own behaviour and recognise their own power to affect and influence the way that circumstances develop, they are more likely to work creatively and co-operatively to benefit the whole organisation.’ (Day, C Whitaker, P Wren, D,