C

འབྲུག་རྒྱལ་འཛིན་གཙུག་ལག་སློབ་སློབ་
ROYAL UNIVERSITY OF་BHUTAN སྡེ
GEDU COLLEGE OF BUSINESS དགེ་་འདུ་ཚོང་རིག་མཐོ་རིམ་སླབ་གྲཱ
STUDIES

ACS101
Submitted by: Ludrup Tshering(03210182)
CF E
 ROYAL UNIVERSITY OF་BHUTAN འབྲུག་རྒྱལ་འཛིན་གཙུག་ལག་སློབ་སློབ་
སྡེ
GEDU COLLEGE OF BUSINESS
STUDIES དགེ་་འདུ་ཚོང་རིག་མཐོ་རིམ་སླབ་གྲཱ
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Module Code: …ACS101 Name: Ludrup Tshering

Mentor: Phub Dorji .Type of Course Work:Individual Assignment

Date of Submission:

We hereby declare that this academic work is our own and those derived from other sources have
been appropriately acknowledged. We understand that if found otherwise, our academic work will be
cancelled and no mark will be awarded besides the legal consequences.

For Module Tutor

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Teaching is a Profession not a Position

Teaching is a noble profession that teaches all other profession. Teaching profession has
originated from the social and economical changes that have arisen in societies and can be
described as “a professional occupational group of education sector possessing social, cultural,
economical, scientific and technological dimensions”, (Hotaman Davut, 2010). To call a
teaching as a profession, a teacher should possess certain qualities such as, specialization in their
field, didactics and suitable personality traits and whether the objective which is attributed to this
profession is successfully fulfilled. Teaching profession began to develop with the emergence of
education as a field of profession and vocation. For a long time, critics had argued whether
teaching is a profession or not. In the end, it was agreed that teaching is a distinctive profession
and that possesses all the qualities that a profession should possess (Tezcan, 1996). Teaching is
considered as profession since; teachers possess knowledge of the subject matter, teaching skills
and responsibilities for youths.

For a teaching profession to be classified as a professional career field, it is necessary for

teachers to possess specific knowledge and skills. Teachers who have acquired knowledge of
their subject matter let their students presence to be in the class and not elsewhere. It is teachers
who let their students to actively participate in their lesson. These teachers are aware of the
problems that the students encounter while learning and are ready for any questions put by the
student and the answer teachers provide are not evasive or ambiguous (Woolfolk, 1998).
Teaching profession is not an easy job but teachers overcame the comprehensive profession by
completing formal training period to specialize in a subject matter. In Turkey, four years of
formal training period is required for all kind of specialization and it is almost same for all the
other countries in the world. Since a teachers profession is to teach, they should convey
important information’s up-to-date and should consist of scientific facts of the field. John Hattie,
a New Zealand education academic, identified that subject matter knowledge was really a major
consideration in student achievement. Hattie conducted a meta-analysis of more than 100
educational studies which identified 138 different factors that influenced student learning
(Hotaman Davut, 2010). A teacher should be able to know the capability and expression of
students understanding to provide effective feedback.
Furthermore, for teachers to succeed they should be able to convey their knowledge to learners in
their field of subject. Teachers control the learning and teaching process by way of planning and
carrying out lessons, evaluating students, maintaining the order in the classroom and ensuring
that their student participate in activities which could be beneficial for them to reach the goals of
lesson (AçÕkgöz, 2004). Therefore, teachers need to have teaching skills (Erden, 2007). There
are many teaching skills in teaching profession and some of them are communication, project
management, problem solving, creativity, leadership, patience and technical. (Cipani, 2008)
states that for an effective teaching, a teacher should possess basic qualities such as “expertise on
subject matter, motivate for learning, knowing and using teaching-learning strategies, designing
learning environment and object evaluation”, (as cited in AçÕkgöz, 2004). According to
(Montague, 1987), one of the most important aims of classroom management is using effectively
the time available for instruction. The amount of learning will increase when time is spent for
direct teaching. The personality traits of the teacher also determines the teaching skills. Direct,
self-confident teachers who are at peace with themselves accept different opinions, are tolerant
and encourage participations and interactions from students, while anxious and insecure teachers
worry about student emotions toward themselves (Hamachek, 1972). Teachers who possess such
personality traits provide emotional support for the students (Erden, 2007).

In addition, responsibility for youths rest upon the shoulders of the teacher. Teachers prepare
young people as future memberof society to take care of themselves and their own prospective
families while contributing to the intellectual and social and economic growth of state and
teaachers too are aware of their key role in this process, as are various other segments of society
who offer their opinions about what schools and teachers should and should not do and their
explanations (Eaton, 1997). Teachers should be competent in scaffolding pupil’s active learning
processes, making them more conscious of their own metacognitive abilities i.e., to exercise
pupils “learning to learn skills”,. (Holtrop, 2021) suggests that “obiviously teachers wear many
hats: friend, counsellor, judge, mentor, hundreds of roles and different roles for different classes,
students and extracurricular duties.” Teachers are also responsible for updating their knowledge
on rules such as health and safety at work, risk assesment and child protection guidelines. They
are responsible for maintaining a safe learning environment, that not only involves keeping
learners safe from physical, emotional, sexual and neglect abuses but also covers health and
safety and other politics and procedures (Hotaman Davut, 2010). Therefore, teaching is a
profession.

Knowledge of subject matter, teaching skills and responsibities for youths which are important
for the education to reach its goal define artistic and essential characteristics of teaching
profession. A teacher should take up the role of a scientist while acting like an artist and while
designing the learning envitronment with the features of a scientist, he should add elegance,
beauty, tolerance and affection to this environment with the features of an artist (Bilen, 1999).
Teacher have great responsibility for enhancing students knowledge and skills to a higher extent.
Therefore, the field of teacher training should be a field in which important knowledge and
learning-teaching practices can be applied directly, questions are continously asked and analysis
and experiments are carried out (Loughran, 2006).

References
AçÕkgöz, k. Ü. (2004). Etkili ö÷retim (Effective teaching). . øzmir: E÷itim DünyasÕ YayÕnlarÕ
.

Bilen, M. (1999). Plandan uygulamaya ö÷retim (Teaching From Plan To Practice). Ankara:
AnÕ YayÕncÕlÕk.

Cipani, M. (2008). Classroom management for all teachers. New Jersey: Merrill Prentice Hall.

Eaton, M. (1997). Fostering the self-esteem of young children. Young Children , 44-45.

Erden, M. ( 2007). Ö÷retmenlik mesle÷ine giriú (Introduction to teaching profession). Ankara:

Arkadaú YayÕnevi.

Hamachek, E. (1972). Human dynamics in psychology and education. Boston: Allyn and Bacon.

Holtrop, E. (2021, September 20). the roles and responsibilities of a teacher in relation to the
teaching/training cycle. Retrieved from ukessays: https://ukessays.com

Hotaman Davut. (2010, december). the teaching profession: knowledge of subject matter,
teaching skills and personality traits. Retrieved from researchgate:
https://www.researchgate.net/publication/248607615

Hotaman, D. (2010).

Loughran, J. (2006). Developing a pedagogy of teaching education: understanding teaching and

learning about teaching. London: Rutledge.

Montague, E. (1987). Fundamental of secondary classroom instruction. New York: McMillan

Inc.

Rayne, S. (2008). AfricN journal of Environmental Science and technology .

Tezcan, M. (1996). Sociology of education. Ankara: Bilim Yayinlari.

Woolfolk, A. (1998). Educational psychology. Boston: Allan and Bacon Inc.