Professional Documents
Culture Documents
TEACHING AS A PROFESSION
Professional Competency Enhancement Program for Teachers
(PCEPT)
NATIONAL ACADEMY OF
HIGHER EDUCATION (NAHE)
Team Leader
Members
HEC Team
A. Introduction………………………………………………………………………………………………………………………. 5
B. Aims ......................................................................................................................................... 6
C. Module Objectives................................................................................................................... 7
However, the question remains: What would those remaining young teachers do with
the youth of our nation for such a long span of time and what would become of those children
being trained by teachers who themselves need training. It is therefore considered inevitable to
make teachers understand the requirements of the teaching profession. This training material
would help the teachers develop a sense of commitment to the profession, empathy with their
students, and cordial relations with their colleagues. We hope this module will serve as a
resource for higher education teachers and help them to understand the expectations for their
role in the system of education.
This module consists of seven fundamental aspects of the teaching profession. The first
part deals with the concept and elaborates an overall vision, view and philosophy of the
teaching profession. The second part presents Standards in Teaching Profession. The teacher is
seen as a role model in society and is followed by students. Thus, the teacher is expected to
become a model of excellence. In this part the present demands, responsibilities and
professional competency of teacher is discussed comprehensively. The teacher has to show
respect and care to colleagues, students, fellow beings and to the family. The third part deals
with the intellectual faculties of the teacher. The teacher acts as a role model in society.
Through vision and wisdom, a university teacher can bring change in students. It is the
intellectual worth of the teacher that makes students creative, imaginative, ideological and
diversified. The fourth part deals with teacher’s personality, biases, outlook and encouraging
behaviour. The charisma of a teacher’s personality encourages students to reshape themselves
into better citizens. The fifth part deals with creating an environment in the class that helps
promote peace and harmony among students and colleagues. It is quite necessary to develop a
professional attitude. A teacher is expected to produce balanced, calm, satisfied and composed
students for socio-economic development of the society. This section gives suggestions for
nourishing peace among teachers as well as students. The sixth section deals with the element
of social change at the university level. Universities are agents of change. At a higher level, it is
the teacher who brings change in students. The last but not the least presents the mechanism
for sharing ideas and best practices with the global community in conferences/workshops and
guidelines to develop international academic networks and knowledge sharing to bring the
global intellect together.
The material uses simple, concise and crisp statements. It gives reality-based
suggestions to enhance teachers’ vision about their profession and to support classroom theory
and practical application. The material also includes brief activities for brainstorming to keep
participants attentive and involved during the sessions.
B. Aims
1. value the teaching profession and its significance in the 21st century,
5. develop the ability to live with and among differences with a positive attitude
toward peace and harmony,
6. sensitize themselves about their role as an agent of social change, and
C. Module Objectives
Assessment of learning outcomes is necessary to know the success of the teaching-
learning process. Each part of the module has a unique set of activities to measure the learning
outcomes. These activities are aim and content specific for the relevant part of module. These
activities are practical in nature based on the problem solving approach. They adopt the
principle of active pedagogy to improve participants’ creativity through their active involvement
during the sessions. The module leader will:
Describe the role of the teaching profession in the system of higher education.
Explain the ideological and philosophical notions behind the teaching profession.
Compare the role and functions of higher education in 20th and 21st century.
Articulate the various responsibilities and the difference she/he can make in the system.
The Module Leader (ML) will begin with a brain storming session by asking a question
“Why have you opted for a teaching career?” This discussion session will provide participants
with an opportunity to share their views about the teaching profession and its role in the
education system. The ML links the discussion with the emerging philosophies of teaching
profession by taking examples from faculty experiences and explaining the emerging concept,
trends, and the role of education and educator in a society.
Education is a process of acquiring and being able to apply knowledge. Education also
refers to the delivery/process of learning. Self-awareness is a process of knowing about
personal potentials, faculties, dreams, and desires. Knowledge is an awareness of self and
surroundings. Knowledge also means knowing surroundings with its realities, structures,
requirements, usages, and their relationships to the self. Once information is blended with
personal vision, it becomes knowledge.
Structuring knowledge
Fourth rationale: Provides social awareness and helps protecting beliefs and culture
Fifth rational: Works as a main source of raising love and justice among societies
2.3 Key Concept 3: Comparison of 20th and 21st Century Educational Trends
The last decades of the 20th century brought the concept of education for the sake of
employment. This concept gives vent to the skills in place of knowledge. Replacement of this
concept brought many innovative concepts with regard to the teacher’s role and aims of
education. A 21st century education demands opportunities for the intellectual, aesthetic,
ethical and skill development of individual students, and the provision of a campus
environment which can constructively assist students in their more general development.
Overall, the 20th and 21st century brought out the following differences in education.
Table-1
Learner What learners can understand easily What learners must know to meet
comfort modern world demands
A better job
A respectable profession
Table-2
Students Expect teacher to give them knowledge and skills in the shortest
possible time.
Society Demands teachers to produce a generation of intellectuals that
play significant roles in the progress of the country
Government Expects teachers to equip students with skills which will enable
them to contribute in good governance.
Teachers should always remember that they are widely heard and seen and their impact
is being received unconsciously. Moreover, those who listen to them really matter to the world.
3. Teaching Approaches
The ML may start the session with brainstorming about the emerging philosophies of
teaching profession. Based on examples from faculty experiences, the emerging concept,
trends and the role of education in a society will be explained using the following teaching
methods:
Discussion
Lecture
Observation
Group presentation
4. Learning Activities
Start with a brain storming session by asking a question as to why you have opted for
the teaching career.
Discuss and share participants’ views about the teaching profession and the role, which
the teachers play in the system.
In small groups, ask participants to read, compare, and identify the changes they
observe in higher education.
Ask what participants think of themselves as teachers and ask them to reflect on their
perceptions.
Explain their job description and sensitize them about their desired contribution as
professional teacher.
1. Education is a process of acquiring and being able to apply knowledge. Education also
refers to the delivery/process of learning.
2. Knowledge is an awareness of self and surroundings blended with personal experience.
3. Experience, critical thinking, and creative faculties of the teacher gradually start working
horizontally and vertically, and knowledge starts to be generated and generated in
depth.
4. Muslim philosophers, thinkers and educationists greatly emphasized education and
regarded it as necessary for the dignity of humankind. Nothing but knowledge and
education make the human being superior to all the creatures in this universe.
5. Western philosophers have also conceived educational objectives and presented
different theories of education, which are considered appropriate and practiced even
today.
6. The 20th century provided ideas and space for the development of the 21st century and
advanced knowledge into skills to live and work in a globally competitive environment.
7. A teacher, a university teacher in particular, has to develop professional skills and
competencies to enable generations to live and work in the ever developing world of
knowledge and competition.
8. A teacher should be aware of the due expectations of her/him from different parts of
society.
9. The teaching profession is difficult and a bit delicate in comparison with other
professions. A small error and slackness causes greater damage.
10. A University teacher can make a difference if she/he refines students’ knowledge and
skills up to the desired standards to enable students to live a practical life as a better
individual, play constructive roles in society, and contribute to social and moral values in
a better way.
6. Assessment
Give cards to participants and ask them to write three important roles that they have to
play as a professional teacher. Ask them to identify what the role means to them and their
capacities and comfort to enact it. Do they have any professional development goals relative to
the roles? They can write their goals and may identify where in subsequent modules they may
be able to meet some of their professional goals.
Session III: Standards in Teaching Profession
At the end of the session, the faculty participants will be able to:
Academic planning
Course planning
Sessions planning
Official correspondence
Conducting research
Supervising research
Report writing
Paper writing
It is a teacher who prepares students to behave appropriately within campus and in the
society. Social norms and cultural values are considered part of professional and social life
transferred from a teacher to student. This necessitates academia to become a role model
leaving a positive impact on students in and out of the classroom. Teachers are expected to
meet the following social standard code of ethics:
Social interaction
Positive attitude
Fairness in dealings
Discuss with colleagues and other professionals the progress of student learning
Working for well being of students’ fundamentals in all decision making processes
and actions
Avoiding using positions for personal gain through political, social, religious,
economic or other influences
Supporting the principle of due process and protecting the civil and human rights of
all individuals.
Implementation of educational policies and regulations consistent with sound
educational goals, ensuring that no person shall be potentially disadvantaged by a
change in regulations.
Interpersonal relationship
HOD-Teacher relationship
Teacher-teacher relation
Teacher-student relationship
3. Teaching Approaches
This session deals with the core concepts of standards in teaching profession. Therefore,
the ML would adopt different techniques and strategies to sensitize them about professional
standards in a more practical way. Generally, the ML would use the following methods of
teaching:
Question-answer technique
Lecture
Discussion
Group discussion
4. Learning Activities
1. Start with brainstorming by asking the question “What are the standards in the teaching
profession?”
2. Facilitate a debate on different standards of the teaching profession
3. Lecture with the help of a presentation on “Standards in Teaching Profession”
4. Discussion based on the lecture and reflections on “What standards do you practice
during your academic life?”
5. Ask participants to work in small groups and come up with a list of how they think of
developing interpersonal relationships with students and colleagues. What goals do
they have for each type of relationship and what cautions do they need to be concerned
with especially concerning the power differential between faculty and students.
6. Invite group presentations to share how they think of developing interpersonal
relationships.
7. Engage participants in discussion to identify the problems they face in achieving the
professional standards
6. Assessment
The ML would ask the participants to prepare a list of their professional standards
Which they have not met/ adopted in their professional life, and
At the end of the session the faculty participants would be able to:
Intellectual attitude
Being research-oriented
Having a platform (university) for sharing new ideas and best practices
Creativity
Ideas Generating
Critical Thinking
Diversified Reading
University teachers can become an Intellectual of the Society, because they have
3. Teaching Approaches
This session deals with the role of university teacher as an intellectual of the society.
Different core concepts associated with intellect and intellectual role would be discussed in the
session. ML would adopt different techniques and strategies to sensitize the faculty participants
to assume the role of intellectual of the society. Generally, the ML would use the following
methods of teaching:
1. Question-answer technique
2. Lecture
3. Discussion
4. Group discussion
a. Integrated approach.
b. Modelling approach.
c. Simulation approach.
1. Start with the question “what is the intellectual role of a university teacher?”
2. Facilitate a debate on different intellectual roles of university teachers.
3. Lecture with the help of a presentation on “The Teacher as an Intellectual of the
Society”
4. Discuss the lecture delivered and reflect on “What roles do teachers play in their
academic life?”
5. Ask participants to work in small groups and prepare a list of their intellectual attitudes.
6. Invite group presentations to share how they think of assuming the role as an
intellectual of the society
1. The present society is a globally competitive, modern, enlightened, and progressive one,
where teacher, particularly a university teacher, has to assume the role of an intellectual
of the society and to transform it into intellectual society.
2. Teachers have an opportunity to lead a group of learned people with the aim to
transferring their desires for justice and dreams for prosperity into their hearts to bring
about changes in the society
3. A visionary teacher reveals the realities of life and its purpose to his/her followers to
prepare them for the future challenges
4. An intellectual teacher possesses a spirit of adventure, is committed to make
followers/students aware of life realities with the potential of heroic achievement, and
love their work.
5. A university teacher with intellectual virtues such as deep knowledge and understanding
of pedagogy earns good name in the community of professionals.
6. University teacher can contribute through innovative ideas, theories, beliefs about life,
ethics, writing books, publishing papers, and addressing at academic forums.
7. Intellectual teachers create hope for well-being and betterment through their vision and
wisdom
8. A good university teacher develops a community of intellectuals providing sufficient
food for minds and thoughts to inspire others for intellectual works.
9. An intellectual university teacher loves his/her profession truly, understands self and
surroundings, meets the challenges through professional vigilance & progressiveness of
ideas, and has respect and reverence for others’ intellectual property.
10. An intellectual university teacher tries to develop vision and wisdom among students
through scholarly approach, critical thinking, creativity, and by promoting questioning
skills and logical answers.
11. A teacher can focus on students to make them learn how to see and observe the world
and predict future situations, how to respond & communicate, how to act & react, how
to handle the odd situations, and how to live with differences.
6. Assessment
The ML would ask the participants to critically review their intellectual role. What are
their strengths---in what areas do they want to improve and what is their plan to do so?
Session V: Essentials of Teacher Personality
A teacher having balanced personality first tries to improve all those abilities that are
helpful in developing the character and status in education, such as hard work, honesty, ethics,
passion, love, and care. These attributes cannot be explained by an individual verbally, but they
are the part of personality.
Personality speaks through speech, dress, hair, face make up and accessories, hands,
and outlook
i. Speech
Speak by heart
Avoid depending more on para language sounds “oh, uh, hoo, ann”
ii. Dress
Select dress according to your age, time of the day, weather, occasion, atmosphere, and
gathering
Avoid funky colours and designs and prefer plain shades and colours. Never be a “hero”,
“model” or “actress”, be a “teacher”
iii. Hair
v. Hands
Notice ink stains and pen marks before going into the class
vi. Feet
3. Teaching Approaches
The ML will use the following teaching methods according to the situation and
situational demand:
Lecture
Discussion
Group work
4. Learning Activities
Step 1: Start brain storming with the question “When you meet a person what do you
observe first?”
Step 4: Facilitate group activity on the role of personality in teaching with discussion in
groups
Step 6: Initiate discussion on the desirable personality traits and the ways to maintain a
balanced personality and enable participants to develop their views
Step 7: Concluding lecture and highlighting the main tips of impressive personality
6. Assessment
Table-3
A: Strongly agree (SA), Agree (A), Undecided (U), Disagree (D), Strongly disagree (SD)
Statement SA A U D SD
C: What was the most important thing you learned in this session?.................................
Session VI: Professional Attitude
With the completion of this session, the participants will be able to:
Peace education is not a limited term used only as a counter effort to war. In fact, peace
education is the awareness of rights and responsibilities, and work against social retardation,
exploitation, poverty, injustice, and discrimination.
Peace education is a gift for progressive minds and it alerts collective conscious and
awareness to deal with the matters of mutual interest.
Peace education secures happiness and provides clear basis for educational
objectives.
Creative skills
Teachers can produce harmony; and suppress aggression among students by providing
friendly, creative and pleasant environment to students. Peace is the only answer to the cruelty
of the cruel. Through classroom interaction and co-curricular activities, university teachers can
make students aware of the inter-dependent attitude based on the following basic elements of
peace education:
Non violence
Affection
Sympathy
Graciousness
Friendliness
Table-4
Impersonal Personal
Altruist Introvert
Flexible Rigid
Constructive Destructive
Confident Hesitant
Impartial Partial
Rationale Irrational
Effective Defective
3. Teaching Approaches
This session deals with the core concepts of standards in the teaching profession that
require the following teaching approaches.
Discussion
Lecture
Group presentation
4. Learning Activities
Ask participants to think of their semester/year’s teaching experience and discuss the
occasions when a conflict began and how they resolved it.
Facilitate group activity and invite group leaders to make presentations to share how
they think of developing interpersonal relationships.
Resources Needed:
Collared markers, lead pencils, sharpeners, erasers, white papers gum, glue and staplers
Writing board
6. Assessment
The ML would ask the participants in groups to prepare a chart of their professional
attitude that
They have met/ adopted in their professional life relative to promoting peace
They have not met/ adopted in their professional life relative to promoting peace
At the end of the session, the faculty participants would be able to:
Plan teaching learning activities, projects and, tasks in line with future needs of students
Adoption of innovations
Lack of awareness
Lack of facilities
Adverse Propaganda-media
3. Teaching Approaches
This session deals with the concepts of social change and the change agents. It highlights
the role of a university teacher in bringing about social change in the society. A university
teacher can work as an agent of social change through his/her vision blended with wisdom
diagnosing the social demands of society in 21st century. It explains the theoretical concepts
suggesting the practical measures to bring about social change. Therefore, the resource person
would adopt different techniques and strategies to mobilize the participants become effective
& energetic agents of social change. Mostly, the resource person would be using
Discussion
Lecture
Group presentation
4. Learning Activities
1. Start the session through brainstorming by asking the question “What is your perception
of social change? Moreover, “How can university teachers bring about social change?”
2. Discussion on different issues related to social change
3. Lecture on “Role of university teacher as an agent for social change” with the help of
power point presentation
4. Discussion on the existing role of teachers in social change
5. Divide participants into groups and ask them to discuss and reflect on “what do they
practice to bring about social change during their professional life?”
6. Give a performa to the participants to complete (activity)
7. Ask for group presentations to suggest a practical way to bring about social change.
5. Summary and Transition
6. Assessment
The ML would ask the participants to recall the steps for effective change and prepare a
strategy for each step to bring effective change in society.
Session VIII:
At the end of the session, the faculty participants would be able to:
Kinds of networks
In which capacity you are invited (Key note Speaker, presenter or attendee)
The abstract should not cross the limit of the words given.
Begin with the abstract that has already been accepted with the names of the
author and co-author in the recommended format.
Write introduction including the status of the issue with its rationale and objectives.
Start from the title of the study, name of presenter/researcher with affiliation
Explain the research methodology, population, sample, research instrument and its
validity, data collection & its analysis
After preparing the presentation, think about the possible questions that would be
asked and how you would respond to the questions
You need to equip yourself with all the information, as there might be some
questions, which require further reading, references, and evidence.
After preparation the presentation, think again how you would present it in a better
way. All presentations are presented with multimedia projection. Therefore, prepare
black and white copies for all the participants.
2.7 Key Concept 7: Essentials Etiquettes to Attend a Conference
During the group discussion, participate actively and become willing worker.
If you are a presenter, handover all the materials and presentations to the
organizers and make sure that the copies of the material are ready for distribution.
Give your presentation to the organizers and make sure that it is copied in computer
and ready for display.
Institutional network
Academia network
Research network
Training network
People get introduced with each other during conferences and workshops
Establish regular contacts. Ideas are shared and common goals are set based on
needs
Plans and methodology is agreed upon to achieve the goals
3. Teaching Approaches
This session deals with the core concepts of developing academic networking and
knowledge sharing. ML would adopt approaches to make the faculty participants aware and
capable of presenting papers in conferences and seminars. Generally, the ML would use the
following methods of teaching:
Question-answer technique
Lecture
Discussion
Group discussion
4. Learning Activities
1. Start with brainstorming by asking the question “Have you ever presented a paper in a
conference?”
2. Facilitate a debate on different issues of attending and presenting paper in conferences
3. Lecture with the help of a presentation on “Developing Academic Networks and
Knowledge Sharing”
4. Discussion based on the lecture and take reflections on “how do they present a paper in
an academic conference?”
5. Give participants a performa to check what is desirable and what they practice during a
conference.
6. Ask participants to develop a plan for making a presentation at an upcoming
conference.
5. Summary and Transition
6. Assessment
Assign participants to groups and have them generate a list of what would make for a
very effective conference presentation. Then think of the last conference/workshop your have
attended and award 5 marks to yourself for each suggestion you already have applied in the
previous conference/workshop.
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