ASSIGNMENT NO # 1

Program: B.ED (1.5 YEARS)

Course Name: PROFESSIONALISM IN TEACHING

Course Code: 8612-1

Student Information

Student Name: Ayesha Maqbool

Father Name: Maqbool Hussain
ID No: 0000074128
Semester: 3rd (2023)

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Question No.1:-

Explain professional conceptions? Why are these necessary for prospective

teachers?

Professional Conceptions:-
Depending on the educational context, it is possible to say that definitions of teacher
professionalism focus on teachers’ professional qualifications such as being good at
his/her job fulfilling the highest standards and achieving excellence. On the most basic
level, professional teacher refers to the status of a person who is paid to teach on a
higher level, it can refer to teachers who represent the best in the profession and set the
highest standards. Phelps believes professionalism is enhanced when teachers use excellence
as a critical criterion for judging their actions and attitudes.

However, although one need not doubt that most contemporary career teachers would
readily identify and sympathies with at least some of these vocational priorities, it is
arguable that there has over the years been a marked shift towards conceptions of
education and teaching of more professional than vocational temper: conceptions, that is,
which are more inclined to observe a fairly clear distinction between the private or
personal, and the public or professional, and to define the occupation of teaching in
terms of prescribed skills and rules of conduct. There are moreover some fairly weighty

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reasons for this. It may be helpful to examine different conceptions of educational
professionalism, via comparisons of teaching with other familiar occupations and services.
In this connection, we may first observe an important distinction of modern treatments of
this question between restricted and extended professionalism.

Although the distinction is usually observed in the interests of arguing in favor of the
latter over the former, both notions of professionalism appear to conceive teaching as at
heart a matter of the acquisition and practice of a range of skills of pedagogy and
management in a contractually defined framework of professional responsibilities and
obligations. The restricted version, however, conceives the skills and contractual
obligations of the teacher somewhat more along the lines of trade expertise than
professional knowledge the expertise, one might say, of plumbers and electricians rather
than doctors or lawyers. For the most part, restricted teacher expertise is taken to follow
from familiarity with national or local policy guidelines and mastery, probably more in
the field than the academy, of technical skills.
The responsibilities of restricted professionals are therefore almost exclusively defined in
terms of technical competence, and more or less direct accountability or conformity to the
requirements of external authority. To this extent, although we may still speak of
restricted teachers as more or less professional according to their conformity or otherwise
to such requirements, restricted professionalism scores poorly on that criterion of
occupational autonomy which is often held to be a key ingredient of the professional
lives of doctors and lawyers. An extended view of educational professionalism, on the
other hand, aspires precisely to regard teaching alongside such traditional professions as
medicine and law.
On this perspective, teachers are to be regarded, along with general practitioners or legal
advisors, as possessors of a socially valued specialist expertise which requires lengthy
education and training precisely because teaching requires educated capacities for
independent judgment, rather than mere training in obedience to authority. Thus, just as
we might well regard it as unacceptable for politicians or the general public anyone
other than those properly educated in complex issues of medicine and health care to
direct the decisions of doctors on important matters of medical policy and practice, so it

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could be considered inappropriate for politicians or employers to dictate to teachers what
is or is not worthy of inclusion in the school curriculum, or what kinds of knowledge
and skill are crucial for the professional conduct of teaching. On this view, the teacher
should be regarded as someone who, by virtue of a sophisticated professional education,
is well qualified to exercise a higher understanding of the nature of learning and
pedagogy in meeting the particular and local needs of individual children in particular
educational circumstances.
Professional Conceptions necessary for teachers:-
1.Mastering Higher Approaches to Educate:-
Professional improvement helps teachers discover new ways where they can teach their students.
Due to that, they can pass lower back to their classrooms and make the vital adjustments to
the manner they gift their lectures. They also can result in changes in the curricula as well. In a
nutshell, they are able to do matters simply as is necessary for their students.
However, when you consider that those modifications take place in a sluggish way over the
years its miles in reality tough to quantitatively evaluate how nicely they may be working.
2. Developing Better Planning and Corporation Skills:-
way to these expert development programs, instructors are able to examine and broaden new
talents of the corporation as well as making plans. Instructors spend loads of time inside the
classrooms presenting instructions. Aside from that a variety of their time also receives taken up
in different necessary work together with evaluating the scholars, developing the curriculum, and
different crucial paperwork. By taking component in these applications instructors can learn the
way they could plan to make higher use of such time and the way they could continue to be
organized.
3.Gaining enterprise insight and information:-
Students might generally expect their teachers to be professionals inside the problem that they’re
coaching. because of this regardless of what form of query a pupil throws at a trainer he or she
ought to be able to solution them without any hassle in any way. With the assist of the various
professional improvement applications, these days’ teachers can extend their expertise even
similarly hence virtually becoming the experts that their students want they’re the quantity of
industry perception and expertise that a teacher profits via those applications are immediately
proportional to their participation in the equal.
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4. Looking to keep the process:-
instructors can quite effortlessly get stressed via the stress of doing their work on a regular basis.
It is able to be pretty a grind, as such. But, with professional development applications
instructors get a marvelous danger to take a damage from their regular habitual. For a trade they
ought not to essay the function of a trainer, they get to be the students as a substitute. This
maintains the academics hooked on to their paintings due to the fact they understand they may be
getting the professional assistance that they want on the way to get higher.

Question No.2:-
Describe characteristics of professionalism comment why professionalism is
poor in our schools.
Professionalism:-
“‘Professionalism’ is commonly understood as an individual’s adherence to a set of standards,
code of conduct or collection of qualities that characterize accepted practice within a particular
area of activity”.

Professionalism in teaching means a set of implied and explicit standards educators are expected
to follow while working as a teacher. Professionalism in the field of education involves
interacting with students, colleagues, administrators, parents and other members of the

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community in an appropriate and respectful way that encourages a successful learning
environment. While teachers share some of the same standards for behavior in the workplace as
other professionals such as appropriate dress and communication, specific traits in educators
prove an instructor's ability to act with integrity in an educational institution.
Characteristics of professionalism
1. Appearance:-
A professional teacher is neat in look. It should be made sure to meet requirements of your
school’s dress code, and special attention should be paid to appearance when meeting
individuals at school.
2. Conducts :-
One’s behavior should be polite and well-spoken whether one is interacting with students,
superior or co-worker. One needs to keep calm, even in tense situation.
3. Reliability:-
As the professional educator, one will be counted on to find a way to get a job done.
Responding to the persons promptly and fulfilling promise on time is also imperative, as this
shows reliability.
4. Competence:-
Professional teachers endeavor to develop into experts of their field, which sets them
apart from the rest of the pack. This means continuing education by taking new course,
attending seminar and to attain any related academic or professional degree/qualification.
5. Ethics:-
Teachers must adhere to a firm code of ethics. If there is a written code, it should be displayed
all the times.
6. Maintaining Your Poise:-
A professional teacher must continue his good attitude even when facing a hard situation.
For instance, if a colleague/teacher at your school treats you in a confrontational manner,
you should not route to the same category of deeds.

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7. Phone Etiquette:-
The phone etiquette is, as well, a key element of professionalism. It means to introduce
yourself by full name, institution and designation when you dial a phone call. Be sure not
to dominate the conversation and listen intently to the other individual.
8. Written Correspondence:-
In written communication, keep your correspondence brief and precise. Your manner to write
should be gracious, polite, civil, courteous, respectful and formal without being
oppressive. This should also be applied to an email correspondence.
9. Organizational Skills :-
A professional teacher can swiftly and easily locate what is wanted. Your workplace
should be tidy and ordered, and your materials should contain only what is needed for
your presentation.
10. Accountability:-
Professional educators are accountable for their actions at all the times. If there is a
mistake, it must be admitted and try to fix it if probable. Don’t attempt to put blame on a
coworker. If your school made a mistake, take responsibility and work to resolve the issue.
11. Subject and Pedagogical Knowledge:-
No doubt, there has been a renewed recognition of the importance of teachers’ subject
matter knowledge for teaching effectively and professionally.
Professionalism is Poor in our Schools:-
A number of things contribute to this lack of professionalism. Of those elements, a
few alternatively crucial are:
 Absence of any effective system of accreditation, licensing and certification.
 Absence of appropriate standards for the above mentioned system.
 Lack of appropriate pedagogy, curricula, didactic resource base and personnel for teacher
training and development.
 Lack of incentives for competent and dedicated people to join the profession.
 Inadequacy of work environment, that is of schools, colleges, etc., to provide a congenial
atmosphere and appropriate set-up for the growth and development of ‘professionalism’.

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  Multiplicity of prevailing systems of education and the lack of interaction, which hinder
standardization in the teaching profession.
 Inappropriateness of the pedagogy, curricula and examination techniques used for the
education of students.
 Non-availability of funds for dealing with many of the above mentioned problems.
 Socio-cultural constraints.
 Lack of seriousness and concern by policy makers in the government.

Question No.3:-
What is professionalism in Islam? What strategies can be used to develop it
among teachers?
Professionalism in Islam:-
Professionalism as comprehended by many of us includes the fundamental components of
education and qualification, standards and experience norms and directions morals and
respectability duty and responsibility sensibility and reasonableness, and the reciprocal yet
important scale of fee. Off late another component has turned out to be pivotal to be
specific CPD continues professional development. In the corporate world, rather than
professionalism, ‘corporate governance’ is the jargon broadly used. In the administration
field, professionalism is caught by the expression culture of brilliance. Despite the
distinctive terms being used, the topic being dove upon does not vary generally. It is tied
in with completing an occupation well. It is tied in with persuading human asset to
accomplish authoritative execution goals. It is tied in with accomplishing the best from
accessible assets. It is tied in with making an organization aggressive and in front of
contenders. Professionalism from the viewpoint of Islam can be clarified by a mix of the
importance of two Quranic articulations, in particular al-quwwah and al-amanah.
Verse 26 in Chapter 28 of the Quran says these two qualities in the descriptive word
shape: “Verily the best individual whom you can utilize is the person who is alqawwiy
(solid) and al-amin (reliable).” This verse has recorded the expressions of one of the two

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little girls of Prophet Syuaib, who had found Prophet Moses to have these two fantastic
qualities while helping them to draw well water for their herds. In fact the Prophet of
Islam Muhammad himself was known as al-amin or the trusted one, from his initial
adulthood; qualifying him to be a man deserving of trust, with whom the tenants of
Makkah energetically saved their assets for protection, without the store box offered by
banks today.
The thing type of al-qawwiy is alquwwah which can be deciphered as ‘quality’ and that
of al-amin is alamanah which can be best interpreted as reliability. Quality as being
enveloped by al-quwwah incorporates all the ingredients and sources that would make a
man educated, qualified, able and skilled to play out a specific assignment. Capability,
information, training, expertise, skill, ability, capacity, aptitude, self-restraint, judiciousness,
practicality, straightforwardness and experience are components of al-quwwah. Good
physical wellbeing no uncertainty can be added to this rundown as it plainly constitutes a
vital segment of al-quwwah.
These components of alquwwah can be all around saw as the intelligent person, mental,
and physical qualities of a man. These components of al-quwwah are requirements for an
expert to have the capacity to maintain and promote professionalism. The quality al-
amanah is more than reliability as it is the perfection of various related qualities which
make an expert deserving of being called one. This articulation suggests the otherworldly
disguise of good values that could discover the commonness of moral lead and conduct
throughout being an expert. It along these lines includes dependability, honesty,
trustworthiness, duty, responsibility, responsibility, demeanor, equity and reasonableness,
proactiveness, kaizen, and other comparable positive esteems.
Profession to a Muslim through which he or she tries for halal way of earning is the
most part considered as inside the domain of fardhu kifayah. The engineering profession
is an unavoidable piece of society in that it contributes towards its progress. It has
likewise contributed towards civilisation and without a doubt has profited humanity. This
is undoubtedly that Islam considers it as a fardhu kifayah or collective commitment.
Also, such a commitment requests professional skill or al-itqan and al-ihsan. Professional
skill is a compulsory condition of fardhu kifayah.

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All together for a profession or occupation to qualify as fardhu kifayah there are three
different concurrent conditions that should be satisfied First one is, consciousness, that
one is working for Allah, gaining a halal money to live on and to help the family;
secondly, the nature of work embraced is good and not in contradiction with the Islamic
principles, to such an extent that gambling or cheating to other is not allowed in Islam;
and thirdly, the need of fardhu ‘ain isn’t compromised while in business, to such an
extent that the day by day compulsory prayers are observed or having fasting in
Ramadhan isn’t always sacrificed.
Under these conditions of fardhu kifayah, a feeling of spiritual sense is adopted while
undertaking a profession and holding strictly to the requisites of professionalism. To
consistently act professionally in accordance with the requirements of professionalism in
any profession is along the acts of worship or ibadah and ought to be completely
realized and performed according the Islam perspective. This spiritual perspective of
professionalism is to some degree missing from the prevailing comprehension of
professionalism in the profession of engineering.
Strategies Can be used to Develop Professionalism Among Teachers:-
1.Set Goals:-
Much like planning a lesson, start with your target outcome. What problems at your school do
you want to solve? What student learning outcomes need improvement? Encourage teachers to
provide input during the goal-setting process.
2. Narrow it Down:-
Ultimately, you’ll choose just one or two instructional practices to focus on each school year.
Research has shown that brief, one-off workshops make little to no impact. In fact, teachers often
need up to 50 hours of instruction, coaching, and practice to master and implement a new
instructional strategy. Effective teacher professional development must be continual and
ongoing. If you want your teachers to actually use a strategy and use it effectively, give them
time.

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3. Make it Hands-on:-
Lectures aren’t effective in the classroom, and they aren’t effective for professional development
either. Instead, provide hands-on opportunities for teachers to practice new strategies during PD
sessions. Give teachers the chance to learn by doing.
4. Foster Collaboration:-
Another way to make learning active is through collaboration. Break teachers into small groups
to discuss what they’re learning and how they can use it in their classrooms. Research shows that
PD is best delivered in the context of the teacher’s subject area. Teachers don’t find information
on generic topics useful.
However, they do benefit from analyzing how the skill or strategy applies to their content. This
approach is well-received by teachers and has been shown to improve teacher practice and
student learning. So, even if you can’t offer separate professional development for each subject
area, allow teachers to meet with their grade level/content area to discuss and process new
information.
5. Develop Something Usable:-
Effective PD can be immediately practiced in the teacher’s classroom. Immediate success is
unlikely, but immediate practice is essential.
At PD sessions, guide teachers in creating related activities or lesson plans that they can
implement within the next week or two.
6. Provide Coaching and Mentoring:-
Teachers may like and understand a new strategy, but implementation is tricky. As teachers
begin implementing new strategies, they need support. Visit classrooms and offer non-evaluative
feedback on your area of focus. If you can’t offer feedback or it isn’t your area of expertise, call
on instructional coaches or master teachers.
When some teachers pick up the new strategy more quickly than others, assign them to mentor
other teachers. Create opportunities for teachers to visit model classrooms and see the new
strategies in action.
7. Revisit Goals:-
Throughout the PD process, your staff should be aware of the goals you set for the school year.
These goals should be referenced on a regular basis. In addition, teachers should be provided

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with strategies to monitor progress toward these goals. Use student data and teacher evaluations
to see whether changes are having an effect on student achievement.
Next, give teachers opportunities to discuss their data with others. Brainstorm ideas and develop
plans in response to the data.
8. Be realistic:-
Remember that successfully implementing new strategies takes time. Provide ongoing support,
even into the following school year. One reason school initiatives fail is that they are quickly
abandoned. Commit for an extended period of time. Continue providing support and tracking
progress. You will gradually see improvement.

Question No.4:-

Define professional disposition. What are the ways to assess dispositions of

prospective teachers?
Disposition:-
When the term dispositions is used in educational settings today it can mean anything from being
prompt, neat, and courteous to kind and caring. For this project, dispositions are defined as the
human elements possessed by educators that integrate with knowledge and skills to facilitate
significant learning. Dispositions are a person’s core attitudes, values, and beliefs that are the
foundation of all of our behaviors. The framework for the dispositional hiring practices relies on
the theory and research pioneered by Arthur W. Comb’s psychologist/educator. He spent his
professional career investigating the dispositions of effective helping professional’s people who
were able to significantly and positively affect others’ lives. The Perceptual Dispositions Model
“drills down into the essence of the person to the attitudes, values, beliefs, or perceptions level of
the personality. This allows for a more manageable number of variables to define and measure,
and more predictive value, but with the trade-off of requiring the use of more qualitative
assessment measures.”

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Professional Disposition:-
A professional disposition is a phrase that refers to the ethics, values, and commitments that
teacher in a classroom setting use. Professional disposition also involves teachers' attitudes and
actions when interacting with their students. This also applies to how teachers act concerning
their colleagues, families of students, and communities as a whole.

Here are some elements that guide a teacher's professional disposition:

 Empathy
 Caring
 Honesty
 Fairness
 Social justice

Professional dispositions are characterized as the values, duties, and professional ethics
that impact practices toward students, families, partners, and other groups and influence
students’ learning, inspiration, development and also the teacher’s own professional
development. Dispositions are guided by believes and states of mind identified with
qualities, for example, mindful, fairness, trustworthiness, responsible, and social justice.
For instance, they may incorporate a belief that all students can learn, a dream of high
and challenging standards, or a guarantee to a safe and steady learning condition.
All teacher candidates are expected to demonstrate these professional dispositions consistently
especially during course and fieldwork opportunities. To ensure all teacher candidates
demonstrate these dispositions, the TLEL faculty members have established mandated

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checkpoints throughout the preparation program. These checkpoints provide an opportunity to
elicit feedback from course instructors, cooperating teachers, and university supervisors on any
dispositional concerns. Teacher candidates are also provided with a number of opportunities to
self-evaluate how well they these professional dispositions.
Teacher candidates must receive a final rating of acceptable for admission and advancement in
teacher education programs. If a teacher candidate receives an unacceptable rating in a field
experience or from a course instructor, he/she must complete another field experience
successfully before advancing in the program and before applying for the internship semester.
Professional Dispositions of good Teachers:-

 Good teachers are active, respectful participants in discussions.

 Good teachers express themselves clearly and effectively.
 Good teachers listen thoughtfully and responsively.
 Good teachers engage in lifelong learning, aided by reflection and assessment of new
information and ideas.
 Good teachers interact effectively, respectfully, and empathetically across a wide range of
situations and people.
 Good teachers work to ensure system-wide high quality learning opportunities and
experiences for all students.
 Good teachers seek understanding of complex issues in order to solve problems both
independently and collaboratively.
 Good teachers are committed to mastering best practices informed by sound theory.
 Good teachers are responsible colleagues.
Ways to Assess Dispositions:-
An educator in one of your training classes may have a concern about a disposition area
that need to be improved. He or she will talk about that concerns with you and you two
may build up a plan for improvement. A duplicate copy of the improvement plan will be
kept in your perpetual record and may influence your progress in the program. Your
course teacher will report your progress, showing whether you were or were not ready to
move forward.

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A meeting with the Associate Dean of Teacher Education might be expected to talk
about a remediation plan. When you complete go through your improvement plan, the
Field Placement Office will screen your progress through your next field experience.
Students who do not want to change or improve their states of mind as well as activities
won’t be permitted to stay in the teacher training program.
All teacher applicants are anticipated to illustrate those professional dispositions always, in
particular all through direction and fieldwork possibilities. To ensure all trainer applicants reveal
those dispositions, the TLEL school members have set up mandated checkpoints for the duration
of the training software. These checkpoints offer an opportunity to elicit feedback from direction
teachers, cooperating teachers, and university supervisors on any dispositional worries. Teacher
applicants are also supplied with a number of opportunities to self-examine how well they these
professional inclinations.
Professional dispositions may be assessed through cooperating instructors/placement
coordinators and college supervisors in each field revel in requirement. Moreover, direction
teachers will determine professional inclinations informally in guides.
Teacher applicants must obtain a very last score of desirable for admission and advancement in
instructor schooling applications. If an instructor candidate gets an unacceptable score in a
subject revel in or from a course instructor, he/she have to whole another area revel in
efficaciously before advancing within the program and/or earlier than applying for the internship
semester.

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Question No.5:-
Describe teacher attributes which can improve quality of teaching.
There are some useful traits you must work on developing or strengthening in case your aim is to
be a greater attractive and a success educator.

1. Adaptability:-

Adaptability is a must for teachers, who need to continuously evaluate what’s working for their
students and even more importantly, what isn’t working. Being adaptable and flexible allows
you to flow between different theories of learning and modes of teaching something we’ll
discuss momentarily without becoming immobilized by stress or indecision.

2. Empathy:-

Empathy is the ability to understand what another person is feeling or experiencing put simply,
putting yourself in another person’s shoes. As a teacher, it’s vital to practice empathy instead of
making assumptions for instance, making efforts to understand and address the root issue that’s
causing a student to fall behind their peers, perform more poorly than they used to, or lash out in
class.

3. Patience:-

Patience is important both to possess and to model for your students who, as we discussed in our
post on theories of learning, may view you as a role model and emulate your behavior. Having a

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reserve of patience will make it easier for you to work through each student’s unique struggles
and challenges, which may be difficult or slow-going to overcome.

4. Engagement:-

Students are perceptive from an extremely young age and can easily tell when teachers are bored
by or apathetic toward their own material. If you want to generate engagement and enthusiasm in
your class, it’s imperative to exemplify those traits yourself, showing your students an infectious
passion for learning and all the exciting discoveries and hobbies that it can unlock for them!

5. Active Listening:-

Active listening is vital if you want to effectively diagnose and help overcome students’ unique
obstacles and challenges. Seek feedback, encourage honesty, provide ways for students to
contact you easily, and be attentive whenever you listen, always trying to read between the lines
and assess body language while you’re communicating. Learn more about how and why you
should improve your active listening skills.

6. Lifelong Learning:-

The best educators aren’t just interested in teaching they also have a passion for lifelong
learning, which is reflected in their enthusiasm and engagement as instructors. Continued
learning and professional development deliver invaluable insight, keeping professionals sharp
and reminding teachers of the real-world challenges that their students may be facing creating a
pathway for greater empathy. Discover more about the importance of lifelong learning and how
different theories of learning could help you teach or understand new information.

7. Free of Bias:-

As an educator, you’ll be responsible for teaching an extraordinarily wide range of students. To

combat inequality and discrimination and ensure fairness, you need to assess your students’
needs in a way that is free from bias something that requires you to continuously check in with
your own judgments and assumptions about others.

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8. Respectful Attitude:-

Even in classrooms of adult learners, there’s still an inherent imbalance of power that exists
between students and teachers. It’s imperative for educators to be mindful of this imbalance and
ensure that students feel respected and heard for the people they are and what they contribute to
the classroom.

9. Creativity:-

Creativity goes hand in hand with adaptability another key trait we explored on this list. Whether
you teach first graders or doctoral students, you’ll need the ability to innovate, think outside the
box, and find novel solutions to challenges, which will empower you to meet a wider range of
students’ needs. Being creative as an educator will also help you to foster creativity in your
students an essential skill they’ll need for countless career paths.

10. Collaborative:-

From parent-teacher conferences and department meetings to teaching dozens or hundreds of

students every day, education is an intensely collaborative field by nature, involving a constant
interplay between students, teachers, administrators, and family members. If your goal is to
become an educator or transition into an educational leadership position, you’ll need strong
collaborative skills to ensure you can work well with others consistently.

11. Preparation:-

In line with being flexible and adaptable, it’s important to be prepared for a wide range of
scenarios and challenges in the classroom. You can increase your overall level of preparedness
as an educator by learning about your students’ strengths and challenges, and ensuring that you
consider how each of your students could be affected by your lesson plans.

12. Promote a Growth Mindset:-

In 2006, psychologist Carol Dweck introduced the concept of “growth mindsets” vs. “fixed
mindsets” in her book Mindset:

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The Psychology of Success. According to Dweck, individuals with a fixed mindset perceive
assets like intelligence as being determined early in life, which can cause obstacles or challenges
to seem insurmountable or overwhelming. In contrast to a fixed mindset, individuals who have a
growth mindset believe that traits like intelligence and creativity can be developed with practice.

13. Meet Students Where They Are:-

Your students will come to you from different backgrounds, skill sets, and challenges and you
need to be ready to meet them, whichever point they’ve reached in their learning. That means
having the ability to accommodate students who learn at different paces, using different styles
and methods, within the same classroom or group. This is another area where traits like
adaptability, empathy, and patience come into play for educators.

14. Cross-Discipline Teaching:-

Drawing on multiple subjects and disciplines shows students how businesses operate and how
problem-solving works in the real world, grounding their learning in practical real-life scenarios.

If you don’t possess all of these traits already, don’t panic just be mindful that there may be
some areas where you could benefit from a little practice. Whether your goal is to tune up weak
skills, refine strong ones, or develop new abilities, a degree or credential program provides the
perfect opportunity to acquire the qualifications and experience you need to go further in your
chosen career path

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