CHAPTER I

INTRODUCTION

1.1 Background
Ethics is often used in connection with the activities of organizations with
professional codes of conduct: for instance, medical and business ethics, which are often
formalized in terms of exhaustive sets rules or guidelines stating how employees are expected
to behave in their work place. When people talk about ethics, it is closely related to the
professionalism, but what is actually professional? Many people claims to being professionals
these days. Further, we often use the term “professional” to describe anyone who does some
particular thing for a living, as opposed to doing it merely recreationally.
There are a lot of things to discuss about professional. It is not only about you as a
person just do your job or work well, but it is more than that. How the way you do and
behave can influence how professional you are. Therefore, in this first topic, the writer will
discuss about Professions, Professionalism, and Professional Ethics.
Ethics has their own characteristics and elements in every field of profession, just like
teacher. So, in teaching and education have the specifics aspects in it. The evidence from
around the world shows us that the most important factor in determining the effectiveness of
a school system is the quality of its teacher. The best education systems draw their teachers
from the most academically able, and select them carefully to ensure that they are talking
only those people who combine the right personal and intellectual qualities. In the highest
performing countries, teacher and teaching are held in the highest esteem. Rightly so, because
all the evidence shows that good teachers make a profound difference. That’s all means that
how important teaching and education in a country. That’s why the writer here will discuss
about teaching and education in ethics so that every teacher is able to do and behave well.
Automatically, the education in Indonesia will get better.

1.2 Identification of Problems

a. What is the formation of a profession?
b. What is the role of professional bodies?
c. What are the characteristics of professionalism?
d. What is the concept of professionalism?
e. What is the substance of professionalism and professional ethics?
f. What is professional ethics?

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 g. How is the concept of teaching and education?
h. What is the difference between teaching and education?
i. What are the elements of teaching and education?

1.3 Purposes
a. To understand the formation of a profession.
b. To understand the role of professional bodies.
c. To understand the characteristics of professionalism.
d. To understand the concept of professionalism.
e. To understand the substance of professionalism.
f. To understand about the professional ethics.
g. To understand the concept of teaching and education.
h. To understand difference between teaching and education.
i. To understand the elements of teaching and education.

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 CHAPTER II
DISCUSSION

3.1 Professions, Professionalism, and Professional Ethics

In this topic, there are six aspects that will be discussed, such as:
2.1.1 Formation of a Profession
A profession arises when any trade or occupation transforms itself through.“The
development of formal qualifications based upon education, apprenticeship, and
examinations, the emergence of regulatory bodies with powers to admit and discipline
members, and some degree of monopoly rights.”
2.1.2 Role of Professional Bodies
Typically, individuals are required by law to be qualified by a local professional
body before they are permitted to practice in that profession. However, in some
countries, (like Pakistan) individuals may not be required by law to be qualified by such
a professional body in order to practice.
2.1.3 Characteristics of Professions
a. Three Characteristics of Professions

No Characteristics Explanation
1. Autonomy Profession tend to be autonomous:
- A high degree of control of their own affairs
- “professionals are autonomous insofar as
they can make independent judgments about
their work”
- This usually means “the freedom to exercise
their professional judgment
2. Status and prestige  High Social Status
- Professions enjoy a high social status,
regard and esteem conferred upon them by
society
 Higher Social Function
- This high esteem arises primarily from the
higher social function of their work, which
is regarded as vital to society as a whole and
thus of having a special and valuable nature.
 Professional Expertise
- All professions involve technical.
Specialized and highly skilled work often
referred to as “professional expertise.”
 Entry to the Profession
- Training for this work involves obtaining
degrees and professional qualifications
without which entry to the profession is
barred (occupational closure).
 Training also requires regular updating of
skills

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 3. Power - All professions have power
- This power is used to control its own
members, and also its area of expertise and
interests.
- Tends to dominate, police and protect its
area of expertise
- Regulates the conduct of its members
- Routine Task a dominating influence over
its entire field
- Professions can act monopolist
- A profession is characterized by the power
and high prestige it has in society as a
whole.
- It is the power, prestige and value that
society confers upon a profession that more
clearly defines it.
b. Characteristics of a Profession
The list of characteristics that follows is extensive, but does not claim to
include every characteristic that has ever been attributed to professions, nor do all
of these features apply to every profession as can be seen on the following table.
Characteristics of a Profession
1. Skill based on theoretical knowledge;
 Extensive theoretical knowledge
 Able to apply in practice
2. Professional association;
 Professional bodies organized their members
 To enchance the status of their members
3. Extensive period of education;
 At least three years at university
 Undertaking doctoral research can add a further 4-5 years to this period of
education
4. Testing of competence;
 Requirement to pass prescribed examinations-mainly theoretical knowledge
5. Institutional training;
 Long period of institutionalized training in some sort of trainee role
 Then recognized as a full member of a professional body
6. Licensed practitioners;
 Establish a register or membership
 Individuals so licensed are recognized as bona fide
7. Work autonomy;
 Professionals tend to retain control over their work
 Control over their own theoretical knowledge
8. Code of professional conduct or ethics;
 Have codes of conduct or ethics
 Disciplinary procedures for those who infringe the rules
9. Self-regulation;

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  Insist that they should be self-regulating
 Independent from government
10. Public service and altruism;
 The earning of fees for services rendered can be defended because they are
provided in the public interest
11. Exclusion, monopoly and legal recognition;
 Professions tend to exclude those who have not met their requirements and
joined the appropriate professional body.
12. Control of remuneration and advertising;
 Where levels of remunerationare determined by government
 Professional bodies are active in negotiating
13. High status and rewards;
 High status, public prestige and rewrds for their members
14. Individual clients;
 Refers to accountants who have individual and corporate clients
 Rather than accountants who are employees of organizations
15. Middle-class occupations;
 Many professions have been viewed as ‘respectable’ occupations
 For middle and upper classes
16. Male-dominated;
 Male dominated although females are closing this gender gap
 Women are now being admitted to Army and Air Force
17. Ritual
18. Legitimacy
19. Inaccessible body of knowledge;
 Medicine and law are typically not school subjects and have separate faculties
and even separate libraries at universities
20. Indeterminacy of knowledge;
 Escape being mastered and communicated in the form of rules
 Only be acquired through experience
21. Mobility;
 Belongs to the professionals as individuals
 Not the organizations for which they work

2.1.4 The Concept of Professionalism

As Freidson (1994, p.169) suggests, ‘much of debate about professionalism is
clouded by unstated assumptions and inconsis tent and incomplete usages’. Indeed,
Hargreaves and Goodson (1996, p. 4) refer to the lack of consensus relating to the
meaning of professionalism, and Fox (1992, p. 2) makes the rather obvious point:
‘Professionalism means different things to different people. Without a language police,
however, it is unlikely that the term professional(ism) will be used in only one concrete
way’. Englund (1996, p. 75) similarly refers to the lack of conceptual clarity and
consensus relating to ‘teaching as a profession’.

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 In 1975 Hoyle explained professionalism as ‘those strategies and rhetorics
employed by members of an occupation in seeking to improve status, salary and
conditions’ (p. 315). In relation to locus of control, Hoyle’s interpretation, whilst it lies
within parameters of it, is distinct from that of Ozga, who analyses the concept of
professionalism as a form of occupational control of teachers (1995, p. 35). She contends
(p. 22): ‘Professionalism is best understood in context and particularly in policy context.
Critical analyses of professionalism do not stress the qualities inherentin an occupation,
but explore the value of the service offered by the members of that occupation to those in
power.’
Many interprations – perhaps representing a broad consensus – seem to focus on
professionalism’s being an externally imposed, articulated perception of what lies within
the parameters of a profession’s collective remit and responsibilities. In one sense, then
professionalism may be interpreted as what is effectively a representation of a service
level agreement, imposed from above.
Boyt, Lusch and Naylor’s (2001, p. 322) emphasis, for example, is on the
influential capacity of the professional her/himself: ‘Professionalism consists of the
attitudes and behavior one possesses toward one’s profession.
A common feature of many conceptions of new professionalism in an education
context is a focus on practitioner control and proactivity. This, in part, is consistent with
Freidson’s (1994, p.10) interpretation of professionalism: I use the word ‘profession’ to
refer to an occupation that controls its own work, organized by a special set of
institutions sustained in part by a particular ideology of expertise and service. I use the
word ‘professionalism’ to refer to that ideology and special set of institutions.
But this interpretation is of the ‘old school’. It is a traditional conception of a pre-
renovated professionalism.

2.1.5 The Substance of Professionalism

Freidson’s interpretation of professionalism, above incorporates references to features
that might generally be equated with elements of professional culture. Implicit in the
interpretation-with its focus on ideology and a special set of institutions-is homogeneity
of values and view-points. It is this homogeneity amongst its membership that Johnson
(1972) suggests as one of the features of a profession.
The relationship-and the distinction between professional culture and professionalism
are relevant to examination of the substance of professionalism. On the basis
examination of most of the interpretations and definitions presented so far, as well as
presented below, it may be argued that professional culture makes up a large proportion
of what, in many cases, is considered to be professionalism.
The consensus of interpretation suggests that professionalism goes beyond
professional culture by delineating the content of the work carried out by profession, as

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reflected in accepted roles and responsibilities, key functions and remits, range of
requisite skills and knowledge and the general nature of work-related tasks.
‘Professionality’ is a term introduced by Hoyle (1975), who identifies two distinct
aspects of teachers’ professional lives: professionalism and professionality. In 1975
Hoyle explained the distinction as being between status-related elements of teachers’
work, which he categorised as professionalism, and those elements of the job that
constitute the knowledge, skills and procedures that teachers use in their work, and
which he categorised as professionality.
In the 1970s Hoyle formulated two models of teacher professionality: ‘For the sake of
discussion we can hypothesize two models of professionality: restricted and extended’
(Hoyle, 1975, p. 318). The characteristics used to illustrate these two hypothetical
models created what may effectively be seen as a continuum with, at oneend, a model of
the ‘restricted’ professional, who is essentially reliant upon experience and intuition and
is guided by a narrow, classroom-based perspective which values that which is related to
the day-to-day practicalities of teaching. The characteristics of the model of ‘extended’
professionality, at the other end of the continuum, reflect: a much wider vision of what
education involves, valuing of the theory underpinning pedagogy, and the adoption of a
generally intellectual and rationally-based approach to the job. Empirical evidence
supports the existence of such a continuum within teacher culture ( Evans, 1997, 1998,
1999, 2002; Nias, 1985, 1989) giving credence to Hoyle’s heuristic models.
One implication of this interpretation is that the delineation and shape of
professionalism are evolved within the profession, rather than formulated and imposed
on it by external agencies. However, this implication, in turn, is predicated upon
acceptance that professionality orientation is determined independently of
professionalism and suggests a unidirectional, consequential relationship between
professionality and professionalism. In fact, it is more plausible that iterative
developmental process operates: the amalgamation of individual’s professionalities
influencies and shapes the collective professionalism, which, in turn, stimulate or
provokes responses in individuals that determine their professionality orientations.
Professionalism thus has as much change of influencing professionality has of
influencing professionalism, in the same way that a critical realist interpretation explains
the interaction between structure and agency in defining culture (Archer, 1995). There
can be little doubt that professional culture also enters into the equation, contributing to
the iterative developmental process, for my current thinking leads me to perceive
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individual professionality as the singular units of professional culture. Professional
culture represents- at least in part –the sum of individuals’ professionality and, since
professionality is potentially influenced by professionalism, so too, therefore, is its sum.
Professional culture represent an attitudinal response towards professionalism.
Yet professional culture, in turn, determines the nature of professionalism. This may
be disputed by those who interpret professionalism as and externally formulated and
applied design of the nature and scope of a profession-and interpretation which
safeguards professionalism from being tempered with from within the profession and
secures its function as an occupational mechanism (Ozga, 1995, p. 35). Professionalism
shoul not be a hypothetical idealized concept, it should be perceived as a reality- a real
entity.
A second implication of my interpretation on that professionalism is the almalgam of
multiple “professionalities’ is that, if we accept that a range of professionality
orientations within any profesion underpins an evident diversity of outlook, attitudes,
values, ideologies and approasches to the job, then the homogeneity, commonality or
consensus which generally identified as essential to professionalism necessarily become
elusive.

2.1.6 Professional Ethics

a. What is a professional?
Different professional groups vary widely, but there are certain
characteristics shared by all groups that we generally think of as professions. Other
occupational groups may have one or several but not all of these. We can generally
identify the following main characteristics:
 Professionals Provides a Socially Important Service
The services rendered by the profession as a group are valuable not just to
individuals, but to society as a whole. It is of general social benefit to have a
system for the reliable provision of ocular health, just as it is of general social
benefit to have a functional legal system.
 Professionals Have an Esoteric, Theoretical Knowledge Base
It usually does not consist of facts that a lay-person could easily look up in a
book. Professionals typically also have skills that an amateur could not easily
master.

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 Professionals Have extensive Formal and Practical Training
Professional training typically involves at least several years of university
training. And before the professional practice is allowed to begin there is often
also a period of supervised practice.
 Professionals are Self- Regulating Society typically allows professions to
regulate themselves.
All professions are governed by associations or colleges that regulate
admission to the profession and enforce both technical standards and ethical
standards among their membership.
 Professionals Acknowledge a Special Responsibility to the Public
Professionals are typically seen as having a special responsibility not just to
their particular employers or clients or patients, but also to society as a whole.
In practice, the obligation to promote the public interest is typically borne by
professional associations and regulatory bodies; the means by which
individual professionals serve the public good is through dedicated service to
their own patients or clients. Individual professionals often enjoy considerable
social prestige, significant financial rewards and a high degree of autonomy in
their work.

b. Ethical Implications of Professionalism

Identifying the characteristics that distinguish professions from other
occupational groups would be primarily an academic exercise, were it not for the
fact that, together, the characteristics imply special ethical obligations. There are
two important factors to note with regard to the moral obligations of
professionals.
 First, professionals are often seen as having special obligations on account
of the special roles the play.
 Second, professionals are often held to a higher standard than non-
professionals, at least in certain circumstances
One of the characteristics of professionals is that they are typically seen as
being party to a contract with society. Under the terms of this unwritten contract,
professionals are given a monopoly over a particular field of practice, and in
return professionals are expected to show special concern for the public good.

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 This “social contract” implies that professionalism consist of not just technical
expertise, but also a set of special ethical and social obligations.

3.2 Teaching and Education

There are three aspects that will be discussed in this topic, such as:
2.2.1 The Concept of Teaching and Education
Teaching is a skilled approach to sharing your knowledge with others. Great
teachers make the process fun and age-appropriate. They measure student progress and
communicate with every parent whose child they teach. Teaching is a set of interventions
tailored to the pupil’s age, learning abilities, and personality. A teacher has the training
to spot potential learning difficulties and request evaluations and interventions.
Teaching is the concerted sharing of knowledge and experience, which is usually
organized within a discipline and, more generally, the provision of stimulus to the
psychological and intellectual growth of a person by another person or artifact.
Teaching is an instruction or delivering a particular skill or subject or something that
someone tells you to do. For teaching in this case may refer to showing or explaining to a
student how to do something.
Teaching will always present us with challenges; we don’t need to work to make it
sound more complicated than it needs to be. If we can tell a new teacher how to teach
(explain) something, then by all means let’s do it. If Lemov or Old Andrew can offer
suggestions about what works in classrooms, let them. If new teachers find something
doesn’t quite work, by all means let’s think about why, together. The irony is that this is
happening all the time in schools; I’m not sure why there’s such aversion to it on a wider
scale from some in the community. Where We’ve seen this fall down is when the
teaching methods being advocated are (again) unnecessarily complex – things involving
lots of group work, moving around the classroom and collaborating to find coloured bits
of card. Those complex ideas might work in some schools, for some teachers working
with some kids (in the sense that children go along with it and are engaged – whether or
not the levels of ‘academic learning time’ were high is another question), but certainly
not all; We suppose this might lead some people to conclude naïvely that it’s always the
case that ‘different things work in different contexts.’
If, when we think of teaching, we’re thinking about whether pupils should be ‘lined
up outside the classroom’ or ‘moved off the corridor as quickly as possible,’ well we’ve
seen both of those succeed and fail depending on school context. If we’re talking about
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complex delivery vehicles for ideas, then we’ve seen them fail or succeed as well. If
we’re talking about a simple delivery vehicle, like a good explanation, well we’ve never
really seen a good teacher explanation ‘fail’ in any meaningful way though we suppose
by definition that would have to be the case for it to be ‘good’!
A simple teacher explanation and a simple series of activities/questions that help
pupils experience a sense of success might not be the most innovative classroom
environment one could conjure up, but it’s likely to see more success in the more
challenging schools, and therefore more likely to succeed overall. This is why we focus
on this simple definition of teaching; from that solid foundation, if people wish to
develop in new ways, taking advantage of some form of context unique to them, by all
means let them. Building a foundation of this kind need not take decades though; these
are the aspects of teaching that could be communicated and understood quickly by all.
Education is a word we hear very familiar in everyday life, because education is an
important activity undertaken by almost all irang of society. Education as something that
is important is not independent of the number of opinions and assumptions about the
meaning and definition of true education. In this article we intend to write the opinion of
experts on education which of course will vary depending on each individual perception.
This article will certainly open up our minds about how to address education. Prof.
Herman H. Horn state education is a perennial process of adjustment is higher for the
creatures that have evolved physically, mentally free and conscious of God as manifested
in the environment, intellectual, emotional and willingness of humans.
M.J. Langeveld states education is every interaction that happens is every
association that occurs between adults with children is a field or a state where the
educational work in progress. Education is a process of experience. Because life is
growth, education means helping inner growth without being restricted by age. The
growth process is the process of adjusting to each phase as well as adding in the
development of one's skills (Prof. Dr.. John Dewey). According to Prof. H. Mahmud
Yunus state education efforts that are deliberately chosen to influence and assist children
with the aim of improving knowledge, physical and morals that can gradually deliver the
child to the highest goal. In order for the child to live a happy, and all what dilakukanya
be beneficial to himself and society. According to Big Indonesian Dictionary (1991), It
state Education is defined as a learning process for the individual to attain knowledge
and understanding of the higher specific objects and specific. The knowledge gained

11
formally resulting individual has a pattern of thought and behavior in accordance with
the education they have gained.
The best education systems draw their teachers from the most academically able,
and select them carefully to ensure that they are taking only those people who combine
the right personal and intellectual qualities. In the highest performing countries, teachers
and teaching are held in the highest esteem. Righthly so, because all the evidence shows
that good teachers make a profound difference.
Education is simply to humanize the human beings. This is crucial definition since
people do not understand what education is. In fact, people see education for merely just
a formal activity. They tend to ignore the basic concept of the education itself. Nor
academicians and common people do forget this case. It is not merely teaching or
increasing cognition. It is more about preparing a media for the learners’ cognition, It is
an attitude. Having good attitude will provide a good medium for the cognition, learning
behavior, learning autonomous, and critical thinking. Education will facilitate simple
knowledge for anyone who needs it. Let’s say when a child asking his parents “Mom,
could you tell me why water comes down from the sky?’ Mother should explain it
simply and scientifically. The explanation must need little scientific knowledge and the
child must be acceptable for the answer whether or not it is right. That is why education
is important even though it is a non-formal education.
Human beings deserve to be educated although they are being alive and
have thought, emotion, and willingness. They need a long life education to support their
existence to live. Their various souls condition make them more optional in life in
making any decision. This habit indicates that they could be wrong or exact to do so.
Therefore, human beings still need to be educated in order to place them in the
appropriate concept of thinking. This is not about the cognition but attitude. Human
beings are sinned since their ancestors felt into the sin. This condition makes them
trigger any concept, proposition, and hypothesis that might be different with others.
Education plays the role in this case. It immerses them into appropriate thinking in
stating any thought, emotion, and the willingness. Human has preference in judging
based on what he knows. He will defend on his statement when another criticizes his
statement and gives judgment.
Animals need no education. They are just trained to understand human willingness.
They just need human’s control to behave. They just need human’s expression
of emotion to obey him. This makes difference with human who needs education to
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behave. Therefore, those people who are just leaning on his willingness, emotion, and
controlled then he might be associated with animals. Human beings should not behave
merely based on his soul-thought, emotion, and willingness-because they are more than
animals. Educated person is not continuously under control, he knows what to do and
how to do anything. In the other side, an educated person is able to control his
willingness and emotion. Let’s say simple case: An educated person really does not want
to come into dispute because he knows that doing dispute indicates an animal behavior.
Thus, education is really important that aims to humanize people in order to be different
with animal behavior.

2.2.2 The Differences Between Teaching and Education

Education is one of the factors that are important for human development. It increase
human mental and physical capacity that increase productivity which all leads to human
civilization. Or it can be defined as the process of recieving or giving systematic
instruction especially at school or university. Teaching is shaping one's thought and
action through giving instructions and/or performing practices that led to a new behavour
and capacity. Teaching can be conducted in several method based on the nature of the
subject and student.
The differences between education and teaching are education is a general term that
is given to a collection of subjects ( art , science , philosophy, etc) while teaching is a
practical process that involves humans as an dominant actors. Education is a process
while teaching is an occupation. Generally good teacher and good educator have similar
characters. Good teacher have the following characters. A good teacher have sound
knowledge about the subject he/she is toughting, the ability to explain ideas clearly and
easily. They are participative that initiates students to involve, supportive in all times,
role model for his/ her students. A good educator is the one who have all characters tics
that a good teacher have. Because he /she is expected to represent the teacher , the
student and the school or university. Good educator is able to represent him/ her self , the
teacher, the school or any institution. It is self initiative to accomplish educational goals.
It is also leader in education process. They have enough knowledge about teaching
process. Generally, the above two terms connotes similar meanings that we cannot
separate one from the other.

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2.2.3 The Elements of Teaching and Education
1. Teaching and Leadership
The best education system draw their teachers from the most academically able,
and select them carefully to ensure that they are taking only those people who
combine the right personal and intellectual qualities. In training leaders, we face
equally significant issues , one in four head teachers is due to retire in the next
three years and head teachers consistently tell us that their ability to lead their
school is constrained by the burdens of legislation and central guidance
2. Behaviour
Behaviour is being important when it comes to attracting good people into teaching
than tackling poor pupil behavior. Giving teachers the power to intervene early and
firmly to tackle disruptive behavior can get the chidren’s live back on track. And
by improving the qualitu of education for those children who are excluded we can
ensure they are given a necessary second chance, and provided with the means to
turn their lives around.
3. Curriculum, Assessment and Qualification
It is our ambition to reduce our unnecessary prescription. The National curriculum
was never meant to be the whole school curriculum the totality of what goes in any
at school. The National curriculum will continue to inform the design and content
of assessment at the end of key. Academic and free schools will retain the freedom
they have at the moment to depart from aspect of the national curriculum when
they consider it appropriate.
4. Accountability
Schools should evidently be accountable for achieving a minimum level of
performance because tax-payers have a right to expect that their money will be
used effectively to educate pupils and equip them to take their place in society.

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 CHAPTER III
CONCLUSION AND SUGGESTION

3.1 CONCLUSION
A profession arises when any trade or occupation transforms itself through. Typically,
individuals are required by law to be qualified by a local professional body before they are
permitted to practice in that profession. The list of characteristics of profession is extensive,
but does not claim to include every characteristic that has ever been attributed to
professions, nor do all of these features apply to every profession. A common feature of
many conceptions of new professionalism in an education context is a focus on practitioner
control and proactivity. This, in part, is consistent with Freidson’s (1994, p.10)
interpretation of professionalism: I use the word ‘profession’ to refer to an occupation that
controls its own work, organized by a special set of institutions sustained in part by a
particular ideology of expertise and service. I use the word ‘professionalism’ to refer to that
ideology and special set of institutions.
Teaching is a skilled approach to sharing your knowledge with others. Great teachers
make the process fun and age-appropriate. They measure student progress and communicate
with every parent whose child they teach. Teaching is a set of interventions tailored to the
pupil’s age, learning abilities, and personality. A teacher has the training to spot potential
learning difficulties and request evaluations and interventions. The differences between
education and teaching are education is a general term that is given to a collection of
subjects ( art , science , philosophy, etc) while teaching is a practical process that involves
humans as an dominant actors. Education is a process while teaching is an occupation.
Generally good teacher and good educator have similar characters. Good teacher have the
following characters.

3.2 SUGGESTION
The writer can describe the material that is the subject of this working paper, of
course, there are still many shortcomings and weaknesses, because the writer lack the
knowledge and the lack of references has to do with the little of this working paper. The
writers really hope dear readers, providing constructive criticism and suggestion for the
perfect working paper in the text opportunities.
Hopefully, this paper is useful for learners who will be a professional worker,
especially a professional teacher. It is important to get knowledge about what someone
should know the ethics of their profession later.

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