Student Name: TAHIR HUSSAIN

Roll No: BY677957

Course: Professionalism in Teaching

Course Code: 8612

Semester: Autumn, 2020

Level: B. Ed (1.5 Year)

Assighnment No: 01

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Question No. 1

Explain the concept of profession. Discuss teaching as a profession.

Answer:
Concept of Profession
Professionalism is a vocation that requires higher education and training
(Garner, 2004). It can also be defined as a learning activity that involves
formal training, but within a broader sense of mind (Bell, 1973).
According to Boone (2001), technology is based on:
“The facts of science and philosophy have been acquired through
education. People who enter the industry do so for reasons that distinguish
them from another job or vocation. They understand that their work
provides a unique public service on a scientific or philosophical basis and
/ or a body of knowledge that requires a long period of preparation and
practice. Professional skills are also based on the special skills required to
enable a professional to perform government functions. ”
The Australian Technical Council (2004), which described the work as
follows:
“Work is a disciplined group of people who adhere to ethical standards
and are accepted by the community as individuals with special knowledge
and skills in a well-known field of study based on research, education and
training, and who are willing to use this knowledge and skills to love
others. There is detail in the job description that the code of conduct
governs the activities of each employee. Such codes require a code of
conduct and practice without any personal obligation to conduct. They
define and seek high ethical standards in relation to the services provided
to the public and in dealing with their professional colleagues. In addition,
these codes are enforced by the industry and are accepted and accepted by
the public. ”

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Teaching as a Career
Now let's start with the question of quality and teaching environment in
the workplace. What is it, almost, instructive? At the general level of
grammar, it seems reasonable enough to view teaching as a form of human
activity.
Moreover, as already mentioned, education appears to be a larger and
more comprehensive business in which teaching may or may not
contribute. But if teaching is intentional, what purpose do we have in it?
The answer, there is nothing too obvious, is that the purpose of teaching
is to bring learning; it is an important consequence of this, however, that
it is impossible to define teaching without reference to learning.
In addition it can be argued that the concept of effective teaching as a
matter of acquisition of moral skills is the predominant method of
education and professionalism of modern education (Bryan, 2004). a type
of technical concept that requires complex scientific research to
understand (such as 'quark' or 'photon'). Indeed, not only are words like
‘teaching’ and ‘learning’ learned at the mother’s knees, but there is a
sufficient sense that anyone, even very young children, can read and teach
(Ronald & Dzienkowski, 2006).
Professionalism and vocation
We can start by noticing the wide differences between vocational and
professional ideas, because it can be said that modern teaching ideas show
a certain decline between professional and professional ideas. These ideas
are not, of course, completely different, and it is not uncommon for a work
to be directed by the same spirit and vocation and function. And although
both of these theories are proteanly contradictory in straightforward
construction, yet there are significant and clear contradictions, as well as
interesting contrasts of emphasis, between them. First of all, the single
effect of taking on a given task as an employee rather than as an employee

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opens up the concept of a great continuum between the role of the work
and the personal values and concerns.
In stark contrast to the concept of caring teaching vocation, however, we
find the handiwork of a very ‘high church’, which seems to be strongly
encouraged to compare teaching with ministry or the priesthood. In this
view, which may be more deeply rooted in community culture, resource-
based schools and the grammar system, teaching is considered to be the
highest calling.
Professional Concepts
Depending on the context of the study, it is possible to say that the
definitions of professional qualifications focus on teacher subjects such as
“competence in the job”, “achieving the highest standards”, and
“achieving excellence” (Nihan, 2010). For example, Baggini (2005)
argues that for today's teachers, technology is interpreted as to how well
teachers succeed in adversity and how well they are able to use their skills
and experience related to their work. At the most basic level, ‘a
professional teacher defines the status of a paid person to teach’; at a
higher level, it can target teachers who represent the best in the field and
set the highest standards (Tichenor and Tichenor, 2005). Phelps believes
that professionalism is enhanced when teachers use skill as a critical
criterion to judge their actions and attitudes. In other words,
professionalism is rated at the highest and highest levels (Phelps, 2006)
as quoted by Nihan.
However, while one does not need to doubt that many modern teachers
can easily find and empathize with one of these priorities in the
workplace, it is argued that over the years there has been a marked shift
in attitude toward academic and professional education rather than anger
work: ideas, that is, private or public, public or professional, and to define
the teaching profession in terms of prescribed skills and ethics. There are,

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moreover, there are some compelling reasons for this. It may be helpful
to examine the different views of education.

References
Mahmood, P. and Hussain, D., 2018. PROFESSIONALISM IN
TEACHING. 1st ed. Islamabad: Allama Iqbal Open University,
Islamabad, pp.4-13.

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Question No. 2
Define professionalization. Also discuss process of
professionalization.
Answer:
Concept of Professionalism
Professionalism is a social process in which any trade or activity
transforms itself into "a work of integrity and high knowledge."
This process often leads to the acquisition of qualified qualifications, one
or more professional organizations to promote best practices and guidance
for members of that field, as well as a degree of design for qualified from
non-qualified beginners (i.e., professional certificate). It is also expected
that there will be a "closure" construction, closing down the project so that
it can come in from outsiders, academics and those who do not qualify.
Rofessionalization Process
This technological process creates a "successive division between
knowledge authorities in the field and a respectable group of people." This
demarcation is often referred to as “closure”, as it means that the
aforementioned sector is closed to beginners and beginners. The origins
of the process were reported to have been with companies in the Middle
Ages, when people were fighting for higher rights to run their businesses
as travelers, and to hire unpaid trainees. Also, it was called details, relying
on solid studies or certificates to determine whether a person was allowed
to do a particular job or speak as an expert. It has also been described as
"overconfidence in evidence, especially academic qualifications, in

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making decisions about hiring or promotion policies." From the previous
discussion, it can be concluded that the social process in which people
come to participate in paid work or as a livelihood is called
Professionalization, after the completion of the process determined by the
institution / organization. It requires other prerequisites that vary
depending on the fields and function and function. Similarly, in Pakistan,
to enter teaching at different levels, the needs are different. For example,
to be a professional member of any varsity, research degrees are
mandatory now in days; and for having a teacher's degree and a B.Ed
degree is mandatory.
Every job requires some special skills; in this case, the teaching profession
requires specialized skills related to teaching education. Teaching
methods that stimulate the student's interest and make learning more
meaningful and memorable are also needed. Procedures are also an aspect
of teacher preparation that focuses on what appears to be professionalism.
Teacher training programs across the country emphasize three key
elements of their programs. Those items prepare aspiring teachers to have
them and demonstrate knowledge, skills and habits. Without an
internationally accepted definition that accompanies symbols or attributes
rated as expert references, labeling or claiming that our selected teachers
have found this condition is questionable. In many aspects of teacher
training, it is considered or not uncommon for pre-service teachers to
become experts in completing a teacher training program. Or, perhaps the
educators believe that the expertise of the profession will be automatically
acquired through field experience. Complete communication, expertise
and how to acquire it should be the focus of the entire teacher training
program.
Professional ethics includes personal, administrative and social ethics
expected by professionals in an institution / organization. The term
technology originally applied to the religious system. By the end of 1675,

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the term was recognized as obsolete and used in three educated works:
Divinity, Law, and Medicine. The technical term was also used for
military service at the same time.
Any professionals and those working in the field of practice use the
knowledge and skills of professionals. How this information should be
used in the provision of this service to the public, should not be
underestimated in the matter of ethics and may be called professional
ethics. Experts are able to make decisions, apply skills, and come to a
knowledgeable conclusion in situations that the general public cannot do
because they are unfamiliar with the required knowledge of a particular
field, and familiarity with the skills. One of the oldest examples of good
manners is the Hippocratic Oath where doctors still follow it to this day.

References
Mahmood, P. and Hussain, D., 2018. PROFESSIONALISM IN
TEACHING. 1st ed. Islamabad: Allama Iqbal Open University,
Islamabad, pp.24-25

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Question No. 3
Describe code of professional conduct and values in teaching
profession.
Answer:
Purpose of the Code of Professional
The Code of Professional Conduct for Teachers must apply to all teachers.
Its purpose is threefold:
1. It completes as a guiding campus as teachers look to control ethical
behavior and commitment to their teaching work and to maintain respect
and pride in the teaching profession.
2. A teaching group can be used and open to inform their understanding
and aspirations for the teaching profession.
3. It has an important legal status and will be used by the Council as a
source of insight in conducting its investigations and under disciplinary
action.
Section 5 of the Teaching Council Act, 2001, which deals with teaching
readiness. Misconduct by a registered teacher is defined in the following
terms: "(a) participation in leadership that is contrary to the code of
conduct issued by the Council under section 7 (2) (b); It is envisaged that
the Council shall exercise its powers in this regard when the necessary
legal implications are given in Part 5 of the Education Council Act. In the
case of each complaint against a registered teacher, the Council, as

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indicated in its procedures, will consider whether the complaint is a
statutory failure of the teacher, in terms of teaching standards, knowledge,
competence, competence and ethical conduct. The existing integrated
strategies to deal with problems and protests at school level will continue
to work. Council hopes that, in the long run, this will provide the best
possible solutions to the problems as they arise in the day-to-day running
of the education system.
Standards for Teaching Professionals
In the name of the teaching profession, the Teaching Council sets out the
following standards that apply to all teachers regardless of their position
(Palmer, 1998).
1. Expert Relations and Relationships
Teachers should:
• Be sensible, considerate and focused on student / student-centered
programs that focus on their care, and focus on their growth, motivation
and praise for their success.
• Identify and acknowledge the diversity, diversity and specific needs of
students / alumni and enhance their development around them.
• Focus on justice and thinking and addressing and accounting for
differences including gender, social status, family status, sexual
orientation, religion, age, disability, race, nationality, traveler's status and
financial status, etc.
• Seek to build good relationships with the student / students, partners,
guardians, school administrators and others in the school team, which is
considered trustworthy and judgmental
• Work to build and maintain a culture of sharing and trust shared in their
schools.
2. Professional Integrity
Teachers should:
• Act with integrity and integrity in all aspects of their work

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• Respect the privacy of others and the confidentiality of information
obtained during professional practice, unless the legal basis requires
disclosure or there is a legitimate concern for personal development.
• Represent them as an example, their true professionalism, skills and
experience
• Use their names as set out in the Teachers' Register, in addition to the
term of their professional obligations.
3. Good Manners
Teachers should:
• Maintain respect, reputation and job requirements
• Take all reasonable steps regarding the care of students under their
watch, to ensure their safety and well-being
• Operating under structures and regulations
• Comply with general national, school and school policies, procedures
and regulations aimed at advancing students' training and well-being and
safety.
• Report, where appropriate, events or issues affecting the welfare of
learners
• Communicate effectively with students / students, colleagues, guardians,
school administrators and others in the school team in a polite, supportive,
and light manner.
4. Technical practice
Teachers should:
• Maintain appropriate practice requirements with regard to learner /
student learning, good planning, observation, assessment, reporting and
feedback.
• Use their understanding and engagement to motivate students / students
across development.
• Plan and convey clear, complex and accessible aspirations for students /
students.

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5. Professional Development
Teachers should:
• take responsibility for ethics in managing and improving the quality of
their professional work by: currently continuing their learning
comprehension and understanding to ensure that it reflects and evaluates
their professional performance, on the basis of their technical knowledge
providing opportunities for lifelong professional development.
6. Professional Collegiality and Collaboration
Teachers should:
• Work with colleagues and student teachers by identifying appropriate
concerns by sharing, creating and supporting a great practice and
maintaining an amazing state of academic activities and student / student
experiences.
• Work collaboratively with students / students, caregivers / gatekeepers,
school administrators, staff members, relevant professionals and the wider
school team, as appropriate, in addressing student / student problems.

References
Mahmood, P. and Hussain, D., 2018. PROFESSIONALISM IN
TEACHING. 1st ed. Islamabad: Allama Iqbal Open University,
Islamabad, pp.36-39

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Question No. 4
Explain reflective practice and self-regulation as attributes of a good
teacher.
Answer:
Reflective Practitioner
Thinking practice is the ability to think about one's actions in order to
participate in the process of continuous learning. One definition includes
“paying close attention to practical values and beliefs that inform
everyday actions, by examining practice through reflection and thinking.
A 'work ethic' is a person who, from time to time, looks back at the work
they do, and the process of working, and looks at how they can improve.
They 'consider carefully' the work they have done. Therefore, thoughtful
teaching is a process in which teachers reflect on their teaching habits,
analyzing how something was taught and how the practice can be
developed or changed in order to achieve better learning outcomes.
Teachers who promote confidence classes ensure that students participate
fully in the process of making sense. Unfortunately, teachers often ask
students to think about their learning.
Thought-making practice is widely regarded as an important function of
professional development. There is a tremendous amount of literature that

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explores and argues against academic representation and practice. There
are some important indicators that are widely accepted:
1. Learning outcomes - by changing your ideas and understanding of the
situation.
2. Demonstrate an effective learning process and is more than just
thinking or thinking action.
3. Meditation involves introducing a problem to teaching by recognizing
that the practice is free of problems and difficulties.
4. Demonstration is not a coherent process, but a cycle in which reflection
leads to the development of new ideas used to plan the next stages of
learning.
5. Meditation encourages looking at issues in a variety of ways, which
helps you understand the problem and scrutinize your values, thinking and
perspective.
Teachers can be deceived by what is attractive, familiar and popular with
students. Effective teaching is a acquired talent. Trained residences give
teachers the opportunity to dedicate time to those high-level steps that lead
to continuous improvement. The following steps to become a head teacher
include:
1. Be Aware of Your Teaching Motives:
An important exercise in continuous good teaching practice is to identify
the people who influenced you to become a teacher. Almost everyone can
name two or three teachers who have changed their way of life. Others
have found elementary school teachers who have found their
qualifications and skills. Others have gained their confidence by seeing
their power in a particular subject. By discussing and explaining the
qualities of those exemplary teachers while they were learning, experts
began to explain the origin of their teaching.
2. Improve Your Student and You Behavior:

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Although there are many schools of ethics, a teacher can benefit from
harmony in the classroom, but the real focus on student management lies
in teaching moral values. Reliable responses to classroom interactions and
logical consequences of disobedience can be enhanced by friendly
discussion. This is not found in the handbook; however, it can be invested
in meetings and retention of other leading teachers.
3. Combine both patience and determination:
Strength and patience are required in the long run of doctrine. This means
finding ways to stay healthy and sensible in stressful days. By connecting
with others who have found ways of physical and mental rehabilitation,
teachers have a better chance of staying motivated to teach without too
many unavoidable obstacles during the school year.
4.Edit Practical Courses:
All good teaching requires a careful planning and transformation, starting
with a solid course that explains the most important concepts. Without a
forum for further refinement of their lessons, teachers are often left to
work using textbooks or flying learning programs. Spending time
returning with other professionals allows teachers to lay a solid
foundation for each course they teach.
5.Self-control as the hallmarks of a good teacher.
Teachers need to ensure that their learners learn to use their skills
independently. Humans can be trained not only in skills and expertise but
also in practical and self-regulatory applications (Chein, 1972). The most
successful students learn to monitor the effectiveness of the strategies they
use to solve problems and, where necessary, change their success
strategies (Taylor, 1964).
According to Taylor (1964) self-regulation is achieved in stages; this is
similar to the processes studied in the immediate development area. First,
the child develops skill by looking at the model. Second, the child imitates
the model with the help. Third, the child independently demonstrates

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ability under formal conditions. Finally, the child is able to use the skill
in all changing situations and needs.
Teachers should understand their roles as facilitators of student self-
development. Skilled students have good self-control skills in learning,
(Chein, 1972). Teachers have the opportunity to help students develop the
attitudes and skills needed for the journey towards their future. The same
is true of morality. As with any background, behavioral character skills
need to be developed in order to develop.
Teachers should focus on providing good opportunities for student
practice. For example, if students do not practice helping others, they are
less likely to do so independently when an event occurs (Chein, 1972).
With adult training, each student can monitor the development of
behavioral skills and train a specific set of behaviors. Once developed,
good qualities should be maintained by choosing the right friends and
places (Aristotle, 1988). Good people are independent enough to monitor
their behavior and decisions.

References :Mahmood, P. and Hussain, D., 2018. PROFESSIONALISM

IN TEACHING. 1st ed. Islamabad: Allama Iqbal Open University,
Islamabad, pp69-70,77-78,

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Question No. 5
Critically comment on changing role of teacher in 21st century.
Answer:
The 21st century education system has undergone significant changes in
the integration of technology across all sectors. At the same time, students
are more mature than in the past. Now, in the 21st century education is
based on thinking skills, interpersonal skills, media, technical skills and
life skills. In particular, modern education emphasizes health and job
skills. Now there is no longer any need for memorization. In general, it
needs to meet the needs of the industry. To be specific, teaching will be
effective when the student is using a subject outside the classroom.
The role of teacher change in the 21st century
By changing the world, the role of teachers is critical to improving
sustainable education. At the same time, encouraging and directing
students to increase their digital employment skills is a teacher's

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requirement. So in the 21st century a teacher will be a digital teacher.
Teachers are not the only promoters of student learning, and they now
have a responsibility to train students by increasing employment skills,
brainstorming, developing digital nationalism, critical thinking, and art
and sustainable learning. Therefore, student win is the teacher's victory.
Over time with the integration of technology across all disciplines, the
role of the teacher has changed dramatically. They need to develop certain
skills to develop their students. Otherwise, students will not get the lesson,
and it will increase the number of unemployed students in the digital age.
Let us look at the changing role of educators in the 21st century.
1. 21st Century Career Planner
This is a very competitive country, and there are a variety of options for
choosing the next student career. In this case, the teacher needs to be a
great organizer to support them mentally. The future of the student will
depend on 4C's (Critical thinking, Communication, Collaboration, and
Creativity). It is the teacher's responsibility to make these words clear to
them. Students will need to try several different activities. Teachers will
therefore define where they will give the most value and what skills are
designed just to add value or retain them as a volunteer. Besides, if a
teacher can provide the right direction for building a career in the 21st
century, he or she will be a person who is in control of his or her life and
career.
2. Service Provider
In this digital age, the internet is full of supporting resources. When a
teacher teaches students a collaborative perspective, students will learn
more deeply if they receive resources. It can be YouTube Video Tutorial,
Digital Content, eBooks or printable documents. If a student finds support
materials on how to develop critical thinking, communication skills,
collaboration, and creativity, they can lead their future. The teacher can
indicate resources according to their interests. Even a teacher cannot be

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an expert on topics, even if he or she can easily point out links to
supporting topics. It will ensure better learning environments and students
will be involved in the study.
3. Digital Lecturer for Alternative Learning Methods
Successful teachers are not limited to students' learning resources. In turn,
they are the ones who teach the students best. On the contrary, they will
make you learn to enjoy yourself. In the digital age, you can find many
resources that teach lessons well. The teacher is able to create meaningful
learning opportunities for all students. Giving real-life examples to the
class or collaborating with another teacher can also help them to learn
better. Emphasizing, knowing how to mix knowledge and engaging with
experts can inspire the student.
4. Learning Facilitator
A digital teacher or leader in missionary work does not only teach
students. Also, they help their colleagues become technical support and
show them how to access online resources and how to stay updated on
their story. They know how to enjoy the work and how to make the study
enjoyable. That means they are the motivator for all students and teachers.
Remember, if you can share your knowledge you will learn in depth.
Similarly, people will love you.
5. Learning Technology Lover
Now, it is very difficult to attract students without using technology. If
you do not teach the proper use of technology and how to access online
resources, they will get bad resources. It is important to understand, the
teacher needs to learn how to learn psychology and what students want.
Note, if you can't keep the public online with students, you won't be able
to keep readers informed of the world. Indeed, there is no way for teachers
to deal with students without learning the technology and the world of the
internet. Therefore, when you want to build a nation, you have to develop

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it first. Remember, you need to know how the Google Advanced Search
process works.

References
Sardar, I., 2018. Changing Role Of Teachers In The 21St Century!.
[online] Medium. Com. Available at:
<https://medium.com/@itsardar/changing-role-of-teachers-in-the-21st-
century-5acb47a23a33#:>

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