Professional Documents
Culture Documents
Topic 1-EDU3108-PPG
Topic 1-EDU3108-PPG
Profession
Learning Outcome
1.0 Introduction
Teaching profession is the oldest profession in the world and is now entering another
new era. The role of the teacher before was only as a transmitter of knowledge.
Compare to the present education system, teachers play more role as facilitator of
knowledge which should be more prepare and aware in the delivering and use the
learning situations sufficient and effectively. In tune with the changing role of
educators, teachers need to be more innovative, creative and effective in its delivery
and always think of new approaches to adapt their practice to the will of the students
as knowledge workers in the information revolution era of the 21 st century.
All this while, a question arisen, which is; ' Are teachers a professional?’
Common assumption is teacher is a professional including teacher training has
provides them with in-depth knowledge of the subject, pedagogy and students as
well as their position as a teacher giving an autonomy to them. Issue whether
teachers are professional or not have long risen. By tradition, a professional is
different than others because he has (a) in-depth knowledge of the principles, (b) a
commitment to meet the needs of the client, (c) strong identity collectively
(professional commitment ) and (d) professional autonomy (Talbert & Mc Laughlin,
1994) . According to Etzioni (1969), if the teachers do not have control on their
professional standard, then the teachers is considered as semiprofessional. This is
because; teachers do not have the full authority to make decisions on various
aspects of the profession. According to Lilia and Norlena (1998), depreciation power
to perform tasks in a professional manner causing teacher profession image
decreased in the eye of the public. However, nowadays teacher has the autonomy in
making decisions in the classroom. Furthermore, intake for Untrained Teachers
(GSTT) to the pre-trained and certified to the profession is also another issue.
(iii) Knowledge of curriculum, including lessons syllabus, textbooks, study guides and
teaching materials for the subjects.
(v) Knowledge of school administration, school culture and working style as a force
within the organization.
(vi) Knowledge about the purposes, value, philosophy and history of education.
Never the less, for one teacher who was always trying to increase the
qualities of teaching and was always concerned with achievement and wealfare of
his students said to have a high level of professionalism. In other words, teachers
looking at his works and duties not merely as a job but as a profesion (Omar
Hashim, 1993).
Act professionally
Immoral firm.
Attempting to create ' schooling in character ' so that students have the power of
knowledge, healthy personality and permissiveness.
Obey and be faithful to and maintain the profession dignity and service.
Demonstrate loyalty to the government, the establishment of free and not parted.
Professional and devote attention to teaching and learning (T & L) at the school.
(Abdul Shukor Abdullah, 1998)
While McEwan (2002) states, there are ten trends of effective teachers. This include;
encouragement and passionate, positive and true, teacher as leader, with-it - ness,
style, expertise in motivation, instructional effectiveness, book learning, street smart
(intelligent) and mental life,
This type of teacher displays qualities such as respect, compassion, empathy and
fair in their relationship with students, parents and friends. They are more
democratic, easy to connect with students, more open and adaptable to changes. It
is they who form the students, strengthen the power of students and identifying
student issues. The teacher was always looking positively in every challenge faced
and sincere in developing the noble personality human capital.
The teacher is a leader who can influence students to change, learn, and develop in
doing something differently, independent, responsible and achieving purpose. As a
leader, teacher are the role model to the students, lead parents through active
partnership and lead their colleagues through mentoring, collaboration and sharing
new ideas in teaching. Effective teachers have an impressive moral proficiency
moral, intellectual and social leadership to use for the benefit of students, colleagues
and parents.
Effective teachers complete themselves with the knowledge and have full control
with the classroom management, student involvement and management of time.
They may teach, move around the classroom and knowing all that is happening in
the classroom. Effective teachers can carry out their duties in the classroom perfectly
and act wisely in solving any problems which nevertheless form during his teaching.
Teachers can create reflection during teaching in order to take action spontaneously
without interruption prevails in the teaching process.
(e) Style
Effective teachers displays its own unique style, full of interest, excited, charisma,
humor, creative and bring renewal in teaching. Each teacher cannot replicate or
being taught on style of teaching but he must form his own style and be accepted
and exampled by the students.
Effective teachers are a motivated and confident with themselves to change the lives
of their students and motivating them to master the academic standards and the
highest behavior. Teachers can motivate students through personnel teaching
efficacy with a mission statement that 'all students should learn', believing that they
can get the results because they teach indulge with different sets of mind and
physical energy/ mentally and strong courage. In addition, effective teachers are not
only as a motivator of behavior, but they also acted as an instructional managers and
not the disciplinarian.
Effective teachers do not teach only by following one way but they have various
techniques, teaching behavior and skills that depend on the students need, subjects
and learning outcomes complexities. Components in effective teaching includes the
ability to communicate and teaching skills such skills to design and provide lessons,
explaining clearly, preparing conducive environment, managing classroom using
optimum period, dealing with conflict and evaluate their own teaching achievements.
Slavin Model (1989) suggests there are four main elements influence effective
teaching, namely teaching qualities (various teaching methods and teaching
materials), suitability level of teaching (updated content and assessment systems
according to student ability), incentives (designing instructional content and provide
the same motivation either reward or punishment) and time (engaged time and time
on task).
Effective teachers need to have a complete knowledge about the content and was
always lifelong learner.
In this context teachers faced with two main content every day, namely ' What shall
be taught?’ and 'how is to teach?'. In this matter, the teacher needs to have a
thorough knowledge on of how to deliver the content, the principles of classroom
management, curriculum materials, students, purpose and value of education.
Effective teachers have knowledge of students, school and local community, which
teachers teach and use this knowledge to solve problems of teaching in the
classroom. Teachers always investigate and collect information on the causes of
students behave in order to as to devise an effective T & L.
Effective teachers are an active learner and have individual direction. Effective
teachers mind always active and focused on the given task. They see something
thoroughly and have ability to think and make reflections on teaching behavior, and
able to explain various ideas, issues and values on teaching it to others as well as
proactive profession needs.
1.3 Conclusion
The education system in our country is very dynamic and always moving forward to.
The changes and transformations in the educational curriculum aim to meet the
country needs in realizing a developed country in the future. Every change and
transformation of the education curriculum is introduced into a form of challenge in
teacher profession. Thus, it is important for individuals working in this field always try
to increase efficiency, skill and achievement of skills from time to time in order to be
able to compete in an era of rapid technological development. If it exists, the
demands of the curriculum transformation then can be handled. However, to what
extent do we verified and value teacher as a profession rely on community feedback.
Is the role of the teacher is getting lost in as the public authority view has transferred
to professionals such as doctors, lawyers and architect?
In this context, the Ministry of Education have sought earnestly to make
teaching profession as superior and respected by all. It is enshrined in the five
strategic terraces in the ‘Pelan Induk Pembangunan Pendidikan’ (PIPP), namely
verify teaching profession. The teachers actually have a great responsibility in
improving and completing their professionalism with various types of knowledge and
skills aligned with the needs of PIPP terrace.
Join activities
Does a teacher is a professional? Discuss it with your partner.
References
Etzioni, A. (1969), The Semi Professionals and Their Organization, New York: Free
Press.
Lilia Halim & Abdullah Mohd Noor (1999), 'Pengetahuan Isi Kandungan Pedagogi
dan Peranannya dalam Mempelajari Cara Mengajar', dalam Prosiding
Seminar JPPC, 1998: Pendidikan Guru untuk Sekolah Berkesan,
26-28 Oktober 1998, Fakulti Pendidikan llniversiti Malaya, Hal. 399-408.
Mc Laughlin, M. W. & Talbert, J. E. (1993), 'Contexts That Matter for Teaching and
Learning', Stanford CA: Center for Research on The Context of
Secondary School Teaching, Stanford University.
Rohani Abdul Hamid (1998), 'Keperluan Pendidikan Abad Ke-21: Projek Sekolah
Bestari', Proseding Seminar Isu-isu Pendidikan Negara, 26-27
November, Universiti Kebangsaan Malaysia.
Slavin, R.(1989), 'A Theory of School and Classroom Organization', dalam Slavin, R.
(ed.), School and Classroom Organization, Hillsdale, New Jersey:
Erlbaum.