ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

ASSIGNMENT #2

PROGRAM: B.ED (1.5 YEARS)

COURSE NAME: PROFESSIONALISM IN

TEACHING
COURSE CODE: 8612

STUDENT INFORMATION:-
STUDENT NAME: SEHRISH

FATHER NAME: SAJJID ABBAS

ROLL NO: 0000038172

CONTACT NO: 0347-6342535

SEMESTER: 3 rd ; AUTUMN (2022)

TUTOR INFORMATION:-
TUTOR NAME: KHURAM SHAHZAD ALI

TUTOR CONTACT NO: 0344-5948229

Q.1 Explain concept of career development what are the steps of successful
career development.

The career development is the process of conversion of personal career plan into action in
order to achieve career goals. There are three key heroes who share responsibility for an
employee’s career development- the employee, the organisation, and the manager.
A career development system includes a variety of components for use in the organizations.
In order to increase the efficiency of the system, the HR mangers must have complete
knowledge about these tools since they play a role of consultant when employees and
supervisors use this system. Plus, they are responsible for designing and developing an
effective career development system for their organization.
Career Development – Introduction and Meaning
According to Edwin Flippo, “A career is sequence of separate but related work activities that
provide continuity, order and meaning to a person’s life.” It is not merely a series of work-
related experiences, but consists of a series of properly sequenced role experiences leading to
an increasing level of responsibility, status, power and rewards. It represents an organised
path taken by an individual across time and space.
In the case of an employee, career planning provides an answer to his question as to where he
will be in the organisation after five years or ten years or what the prospects of advancing or
growth are in the organisation. Career planning is not an event or an end in itself, but a
process of development of human resources. In short, it is an essential aspect of effective
management of people at work.
A career path is the sequential pattern of jobs that forms a career. Career goals are the future
positions one strives to reach as part of a career. Career planning is the process by which one
selects career goals and the path to these goals.
Career development involves those personal improvements that a person undertakes to
achieve a personal career plan. Career management is the process of designing and
implementing goals, plans and strategies to enable the organisation, to satisfy employee needs
while allowing individuals to achieve their career goals.
The career development involves the process of conversion of personal career plan into
action in order to achieve career goals. There are three key heroes who share responsibility
for an employee’s career development- the employee, the organisation, and the manager.
The basic and fundamental responsibility of career development lies with the employees only
few vital support can be provided by managers and organisation. Generally there are six
major mistakes which would come in the way of employee during career development
programmes as identified by E. D. Betaf.
Career development is indispensable for implementing career plans. It consists of activities
undertaken by the individual employees and the organisation to meet career aspirations and
job requirements. An important requirement of career development is that every employee
must accept his/her responsibility for development as all development is self-development.
Career Development Model depicts that organisational career planning and individual career
planning need to be integrated to design mutually acceptable career paths and formulate
appropriate developmental strategies.
It is based on needs of human resource and skill and potential require by the man to perform
on various jobs. The one of the important aspect of career development is that every
employee must accept his or her responsibility for development.
Many organization spend good amount of money on education and training of the employees
and get the required talents and potential from within the organization only and there is no
necessity to search such personnel outside the organization. The following are the career
development actions.
1. Performance of the job- In career development progress an individual employee must
prove that his performance on the job is upto the standard established.
2. Employee exposure- The employees interrupting in their career groups should expose it by
their skills, knowledge qualification, achievement outstanding performance etc. to the staff
members to take the decision about the career development elsewhere.
3. Resignation by the employee- The employees may resign the present job in the
organization, when they get better career opportunities elsewhere.
4. Change the Job- Employees those who have better career prospects in some other job in
the some organizations, such employees may change the job.
5. Career guidance and counselling- It provides full information, proper advice and
encouragement to move from one career to other better career in the same organization or in
some other organization where better career opportunities are available.

Career Development – Need for Employees’ Career Development in an Organisation

The need for effective employees’ career development are for following reasons:
i. Making Available Needed Talent:
Career development is a natural extension of strategic and employee training. Identifying
staff requirements over the intermediate and long-term is necessary when a firm sets long-
term goals and objectives. Career development will help organizations in putting the right
people in the right job.
ii. Attracting and Retaining Talents:
There is always a scarcity for talented people and there is competition to secure their services.
Talented people always prefer to work in organizations which care for their future concern
and exhibit greater loyalty and commitment to organizations where there is career
advancement. As career development is an important aspect of work life as well as personal
life, people prefer to join firms which offer challenges, responsibility and opportunities for
advancement.
iii. Reduced Employee Frustration:
Along with educational level and knowledge, the aspirational level of occupations is also
increasing. When these levels are not met due to economic stagnation frustration sets in.
When organizations downsize to cut costs, employee career paths, career tracks and career
ladders tend to collapse resulting in aggravation of frustration. Career counseling comes a
long way in reducing frustration.
iv. Enhancing Cultural Diversity:
Fast changing scenarios in globalization reflects a varied combination of workforce
representing different types of races, nationalities, religious faiths, ages and values in the
workplaces. Effective career development programmes provide access to all levels of
employees.
v. Improving Organizational Goodwill:
It is quite natural that if employees think their organizations care about their long-term well-
being through career development they are likely to respond in kind by projecting positive
images about their organizations. Career development does help organization in impressing
image and goodwill.

Q.2 Describe situation of Pakistan with reference to provision of free

education and right to education.

The system of education includes all institutions that are involved in delivering formal
education (public and private, for-profit and nonprofit, onsite or virtual instruction) and their
faculties, students, physical infrastructure, resources and rules. In a broader definition the
system also includes the institutions that are directly involved in financing, managing,
operating or regulating such institutions (like government ministries and regulatory bodies,
central testing organizations, textbook boards and accreditation boards). The rules and
regulations that guide the individual and institutional interactions within the set up are also
part of the education system. 

Education system of Pakistan:

The education system of Pakistan is comprised of 260,903 institutions and is facilitating
41,018,384 students with the help of 1,535,461 teachers. The system includes 180,846 public
institutions and 80,057 private institutions. Hence 31% educational institutes are run by
private sector while 69% are public institutes.

Analysis of education system in Pakistan

Pakistan has expressed its commitment to promote education and literacy in the country by
education policies at domestic level and getting involved into international commitments on
education. In this regard national education policies are the visions which suggest strategies
to increase literacy rate, capacity building, and enhance facilities in the schools and
educational institutes. MDGs and EFA programmes are global commitments of Pakistan for
the promotion of literacy.

A review of the education system of Pakistan suggests that there has been little change in
Pakistan’s schools since 2010, when the 18th Amendment enshrined education as a
fundamental human right in the constitution. Problems of access, quality, infrastructure and
inequality of opportunity, remain endemic.

Issues
A)    MDGs and Pakistan
Due to the problems in education system of Pakistan, the country is lagging behind in
achieving its MDGs of education. The MDGs have laid down two goals for education sector:

Goal 2: The goal 2 of MDGs is to achieve Universal Primary Education (UPE) and by 2015,
children everywhere, boys and girls alike, will be able to complete a full course of primary
schooling. By the year 2014 the enrolment statistics show an increase in the enrolment of
students of the age of 3-16 year while dropout rate decreased. But the need for increasing
enrolment of students remains high to achieve MDGs target. Punjab is leading province wise
in net primary enrolment rate with 62% enrolment. The enrolment rate in Sindh province is
52%, in Khyber Pakhtunkhawa (KPK) 54% and primary enrolment rate in Balochistan is
45%.
 Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women Empowerment. It is
aimed at eliminating gender disparity in primary and secondary education by 2005 and in all
levels of education not later than 2015. There is a stark disparity between male and female
literacy rates. The national literacy rate of male was 71% while that of female was 48% in
2012-13. Provinces reported the same gender disparity. Punjab literacy rate in male was 71%
and for females it was 54%. In Sindh literacy rate in male was 72% and female 47%, in KPK
male 70% and females 35%, while in Balochistan male 62% and female 23%.

B)    Education for All (EFA) Commitment

The EFA goals focus on early childhood care and education including pre-schooling,
universal primary education and secondary education to youth, adult literacy with gender
parity and quality of education as crosscutting thematic and programme priorities.

EFA Review Report October 2014 outlines that despite repeated policy commitments,
primary education in Pakistan is lagging behind in achieving its target of universal primary
education. Currently the primary gross enrolment rate stands at 85.9% while Pakistan
requires increasing it up to 100% by 2015-16 to fulfil EFA goals.  Of the estimated total
primary school going 21.4 million children of ages 5-9 years, 68.5% are enrolled in schools,
of which 8.2 million or 56% are boys and 6.5 million or 44% are girls. Economic Survey of
Pakistan confirms that during the year 2013-14 literacy remained much higher in urban areas
than in rural areas and higher among males.

C)    Vision 2030
Vision 2030 of Planning Commission of Pakistan looks for an academic environment which
promotes the thinking mind. The goal under Vision 2030 is one curriculum and one national
examination system under state responsibility. The strategies charted out to achieve the goal
included:

(i)                  Increasing public expenditure on education and skills generation from 2.7% of
GDP to 5% by 2010 and 7% by 2015.

(ii)                Re-introduce the technical and vocational stream in the last two years of
secondary schools.

(iii)             Gradually increase vocational and technical education numbers to 25-30% of all
secondary enrolment by 2015 and 50 per cent by 2030.

(iv)              Enhance the scale and quality of education in general and the scale and quality of
scientific/technical education in Pakistan in particular. 

Problems: The issues lead to the comprehension of the problems which are faced in the
development of education system and promotion of literacy. The study outlines seven major
problems such as:
1)      Lack of Proper Planning: Pakistan is a signatory to MDGs and EFA goals. However it
seems that it will not be able to achieve these international commitments because of financial
management issues and constraints to achieve the MDGs and EFA goals.
2)      Social constraints: It is important to realize that the problems which hinder the
provision of education are not just due to issues of management by government but some of
them are deeply rooted in the social and cultural orientation of the people. Overcoming the
latter is difficult and would require a change in attitude of the people, until then universal
primary education is difficult to achieve.
3)      Gender gap: Major factors that hinder enrolment rates of girls include poverty, cultural
constraints, illiteracy of parents and parental concerns about safety and mobility of their
daughters. Society’s emphasis on girl’s modesty, protection and early marriages may limit
family’s willingness to send them to school. Enrolment of rural girls is 45% lower than that
of urban girls; while for boys the difference is 10% only, showing that gender gap is an
important factor.
4)      Cost of education: The economic cost is higher in private schools, but these are located
in richer settlements only. The paradox is that private schools are better but not everywhere
and government schools ensure equitable access but do not provide quality education.
5)      War on Terror: Pakistan’s engagement in war against terrorism also affected the
promotion of literacy campaign. The militants targeted schools and students; several
educational institutions were blown up, teachers and students were killed in Balochistan,
KPK and FATA. This may have to contribute not as much as other factors, but this remains
an important factor.
6)      Funds for Education: Pakistan spends 2.4% GDP on education. At national level, 89%
education expenditure comprises of current expenses such as teachers’ salaries, while only
11% comprises of development expenditure which is not sufficient to raise quality of
education.
7)      Technical Education: Sufficient attention has not been paid to the technical and
vocational education in Pakistan. The number of technical and vocational training institutes is
not sufficient and many are deprived of infrastructure, teachers and tools for training. The
population of a state is one of the main elements of its national power. It can become an asset
once it is skilled. Unskilled population means more jobless people in the country, which
affects the national development negatively. Therefore, technical education needs priority
handling by the government.
The system of education includes all institutions that are involved in delivering formal
education (public and private, for-profit and nonprofit, onsite or virtual instruction) and their
faculties, students, physical infrastructure, resources and rules. In a broader definition the
system also includes the institutions that are directly involved in financing, managing,
operating or regulating such institutions (like government ministries and regulatory bodies,
central testing organizations, textbook boards and accreditation boards). The rules and
regulations that guide the individual and institutional interactions within the set up are also
part of the education system.

Education system of Pakistan:

The education system of Pakistan is comprised of 260,903 institutions and is facilitating
41,018,384 students with the help of 1,535,461 teachers. The system includes 180,846 public
institutions and 80,057 private institutions. Hence 31% educational institutes are run by
private sector while 69% are public institutes.

Analysis of education system in Pakistan

Pakistan has expressed its commitment to promote education and literacy in the country by
education policies at domestic level and getting involved into international commitments on
education. In this regard national education policies are the visions which suggest strategies
to increase literacy rate, capacity building, and enhance facilities in the schools and
educational institutes. MDGs and EFA programmes are global commitments of Pakistan for
the promotion of literacy.

A review of the education system of Pakistan suggests that there has been little change in
Pakistan’s schools since 2010, when the 18th Amendment enshrined education as a
fundamental human right in the constitution. Problems of access, quality, infrastructure and
inequality of opportunity, remain endemic.

Q.3 Examine competencies of prospective teachers in open and distance

learning (ODL) Also discuss role of AIOU in teacher education.

Distance Education is a new, global technology-based education to facilitate easy, immediate

learning and interaction for communicators, teachers, and students in education
programs. Distance Education can provide mass-education for everyone. It leads people to
learn individually and shifts responsibility for learning from instructors to students. It
facilitates student selection of courses and content to reflect their needs and motivations. It
provides creative and qualified ideas and information to motivate students from diverse
backgrounds.
To be effective, distance education programs need to redefine the roles of teachers and
students in the learning-teaching process.

Introduction

Technology changes every life style and human activity to become fast, global, and time-
critical. The computer facilitates speedy access to useful information. Social, global, cultural,
and educational competitiveness are influenced by educational technologies that positively
affect style, duration and method of learning for groups and individuals. Technology
impacts where we learn. Distance learning in homes, offices, and libraries complement
classical learning in classrooms (Clark, 2001).

Distance Education refers the interactive, educational process between student and teacher
separated by physical distance (Harry et al., 1993, p.32). It adapts to individual differences
and the way students react to media. Personality, intellectual abilities, cognitive and learning
styles are important concerns in distance education (Harry et al., 1993).

Distance education is expanding rapidly as it gains worldwide acceptance by students,

educational institutions, employer organizations, and the public at large. It makes education
accessible to underserved populations, and flexible in fitting into complex lifestyles,
schedules, and responsibilities of today’s learners. The quality of Distance Education is no
longer in question, and focus has moved beyond defining what it is to determining what it can
do.

Instead of traveling to attend regularly scheduled classes at a teacher-centered campus,

students can access internet courses virtually anywhere. Despite the physical distance
between students and teachers, communication technologies offer many opportunities for
interaction. These same communication technologies facilitate rapid dissemination of new
concepts in disciplines such as science and technology. Distance learning is a positive
influence for change and global implementation in all disciplines. Pedagogy in traditional
institutions of learning has been affected by distance education.

For societal development; education should be a leader in providing easy access to

knowledge, effective ways to learn, and growth opportunities for qualified people. Distance
education enables people to learn individually at any time or place. They learn from computer
assisted programmes, interactive multimedia, and internet discussions rather than from
lectures and classroom methods of instruction. Distance Education is really related by the
discovery of truth for gaining antithesis sides of the thoughts to get the exact knowledge
(Willis, 2002).

Distance educators refer to three distinct applications of computers in the off-campus study
environment: Computer Managed Instruction, Computer Aided Learning, and Computer
Conferencing.

Computer Managed Instruction facilitates management and administration of the learning

process. It provides opportunities for electronic counselling of students, on-line registration,
institutional record keeping, evaluation, and tracking student progress.

Computer Aided Learning includes software applications to teach students different subjects

and concepts through pre-structured and programmed materials. Courseware either replaces
or supplements material that students are expected to learn through other media (print, video,
audio cassette). Lesson formats range from tutorials to simulations. Students can also use
Internet resources for exploration and research.

Computer Conferencing uses the electronic network to enables individuals to communicate

via computers at the same time (synchronous) or delayed time (asynchronous), either as a
group or between two individuals. Typical formats include email, bulletin board, threaded
discussion, net meeting (with the possibility of audio, video, and shared “blackboard”
displays), and databases.

Distance Education requires alternative learning process, roles of teacher and students (Clark,
2001). People roles in distance education can be categorized in four subtitles;

1. Students: In distance education, students have role to learn. In that process, student
has difficult and different roles according to traditional learning process.

2. Teacher: The main role of the teacher is the design of the course and setting the needs
of students. Teacher has role to guide the students.

3. Designer Groups: These persons determine goals, content, delivery systems,

interaction, and evaluation. Usually it is a team of subject matter experts, educators,
instructional designers, and production personnel. They design the cyber and digital
environment for the effective teaching and learning.

4. Directors: In the all institutes, there are people who direct planning, implementation,
and evaluation of the education process.

Interdependence, distance and interaction interplay with the roles of students and teachers.
There are three types of interaction within the distance education:
1.     Learner-content interaction
2.     Learner-instructor interaction
3.     Learner-learner interaction

These three types of interactions play a key role in distance education. As in face-to-face
communication, they share ideas through email and chatting (Harry et al., 1993).

In summary, distance education is evolving based on changing economical and social

contexts. Knowledge has become one of the most important economic forces; knowledge is
rapidly expanding and its useful life time becomes increasingly shorter. To survive in the
market, companies need to change, to train and retrain their employed; unemployed workers
also need to be retrained. Investing in the human resources seems to be the only way for a
sustainable development (Mario and Heinze, 2001).

The pace of change, the need for lifelong learning, and diminishing educational budgets are
pressuring educational institutions to create alternative efficient ways to learn through
distance education.

The Aim of Research

Distance Education is a form of education in which course content is delivered and
interaction provided by the technologies and methodologies of the Internet. The online
environment allows people to interact with others asynchronously or synchronously in
collaborative environments; to gain access to remote multimedia databases for active,
resource-based learning; and to manage self-paced, individualized learning in a flexible way.
Moreover, the Internet allows students to enroll in courses from anywhere in the world at
almost any time.

There is a new vision developed during the past 15-20 years, strongly influenced by the social
and cognitive sciences. The educational system now focuses on learning rather than on
teaching. The focus of learning theory has changed to learning styles and perception.
Knowledge is considered as socially constructed through action, communication and
reflection involving learners (Huebner and Wiener, 2001).

Q.4 Comment how social context influence teaching. Learning process.

The Social Context of School Learning

Whereas the previous chapter reviewed cognitive aspects of literacy and content learning, this
chapter examines research related to a variety of social factors involved in school learning. It
is clear that children may arrive at school ready to learn in a number of different ways. One
way is to have high levels of language, emergent literacy, and world knowledge acquired at
home or in preschool. Equally important, though, is readiness in the emotional, social, and
motivational realms: the ability to adapt to the new constraints of the classroom, the social
skills that are needed to participate effectively in classroom discourse, and the self-esteem
and sense of agency required to work hard and learn intentionally. School learning is a social
as well as a cognitive process, one influenced by the relationships between student and
teacher and among students. Furthermore, what children learn at school is not exclusively
academic content; schools are designed to make children productive citizens who are
respectful of the diversity of their society. While there has been a great deal of research on
the social and motivational determinants of school success for mainstream children, attention
to these matters with regard to language-minority children has focused more on issues of
mismatch between the social rules these children bring from home and those that obtain in
the classroom. In this chapter, we identify some of the salient themes in research on social
factors as related to academic achievement for language-minority children.

State of Knowledge
This section reviews the findings of research on social factors in school learning in five areas:
the social nature of knowledge acquisition, the issue of
differential treatment of ethnic minority students, cultural differences in the motivation to
achieve, children's social and group relationships, and parental involvement in
children's school learning

The Social Nature of Knowledge Acquisition

Were we to focus only on issues examined in the previous chapter, such as the nature of
understanding across subject matter, the various forms of knowledge learners possess, and the
way prior knowledge influences the acquisition of new knowledge, we would be ignoring a
vital aspect of school learning: the fact that most learning occurs in a social context in which
individual actions and understandings are negotiated by the members of a group. There are
two theoretical perspectives on the locus of this negotiation. The individual perspective is
based on the idea of constructivism—that individuals actively construct meanings from
interaction with the world around them, an idea traced back to Piaget's (1970) theories of
cognitive development (see Chapter 3). In contrast, the social perspective is based on
sociocultural theories of learning that emphasize the role of social interaction with more
knowledgeable others (Vygotsky, 1978) and activity-oriented work in a social setting
(Leont'ev, 1981). While there has been a tradition of debate over the relative accuracy of
these perspectives in depicting learning processes, recent work suggests it may be more
profitable to determine when and how the two perspectives might work together to describe
student learning (Bereiter, 1994; Cobb, 1994).

We focus here not on this debate, but on the context of negotiation as related to the social
nature of learning. We propose that in a classroom learning situation, negotiation occurs
within at least two domains: the rules for how to talk in the classroom and the construction of
actual content knowledge through talk. It is from the interpretation of these negotiations that
students construct their own knowledge and understanding. However, it is typically the
teacher who, either implicitly or explicitly, initiates negotiation across these dimensions.

Negotiating How to Talk

The process of negotiating the way classroom participants will talk about subject matter is of
concern for researchers from a sociocultural perspective because participation in situated
cultures of practice is assumed to be an important influence on an individual's academic
performance. Thus, students who understand that a teacher's question about a text requests an
explanation for their interpretation rather than the literal interpretation itself will participate
more effectively in that classroom's practice. Research on learning outside the classroom has
demonstrated the extent to which context influences the nature of such learning for any given
individual (Brown et al., 1989; Carraher et al., 1985; Lave et al., 1984; Resnick, 1987;
Scribner, 1984).
National Academies of Sciences, Engineering, and Medicine. 1997. Improving Schooling for
Language-Minority Children: A Research Agenda. Washington, DC: The National
Academies

Over the past few decades, the social context of education has been transformed. Examples of
this transformation abound. "Today, of the 4 million babies born each year, nearly one out of
eight is born to a teenage mother, one out of four to a mother with less than a high school
education, almost one out of three to a mother who lives in poverty, and one out of four to an
unmarried mother."

These findings are from the recently published report The Social Context of Education
(1997). And, as the report points out, statistics demonstrate that these social conditions can be
associated with school problems, such as children repeating a grade, being suspended, and
dropping out of school.

Most educators would agree that a crucial mission of our nation's schools is to provide equal
educational opportunities for all students. Yet social factors outside the schools greatly
influence educators' ability to fulfill this mission.

The Social Context of Education contains findings from the Condition of Education 1997, a

longer, statistics-based report from the National Center for Education Statistics in
Washington, D.C. How factors such as student English language proficiency, family income,
and family structure affect a child's educational opportunities are explored in The Social
Context of Education. The report also shows how student background factors have changed
for families and children over time, as well as how these factors affect various racial and
ethnic groups.

It is important to note that the statistics-based findings are broad generalizations and, while
useful, are not necessarily applicable to individual students and families, many of whom
"beat the odds."

 Social background. Factors in a student's social background -- such as race/ethnicity,

limited English proficiency, family income, parental education, and family structure -- are
associated with different levels of educational access and different educational outcomes,
asserts the report.
 Diversity. Diversity among students can optimize the learning environment in a school.
Yet differences among students can also increase challenges in meeting the needs of all
children.
 Family background. Over the past 30 years, the definition of family has changed
dramatically, increasing the diversity of family experiences for school-age children.
 Differences in schools. An analysis of the social context of education must examine
differences in school environments across low- and high-poverty schools. Research
demonstrates that student performance is strongly related to the educational backgrounds
and aspirations of other students in a school.
 Resource equity. Equity can be measured across several types of resources, including
differences in class size, types of programs offered, levels of teacher qualifications,
teacher salaries, and so on.

Learning Objectives

1. Assisted performance and the “zone of proximal development” – Teachers will

understand how they can identify students’ levels of proficiency and readiness for a
given task and target assistance accordingly.
2. Strategies for fostering communication – Teachers will understand the importance
of language, communication, and interaction in learning. Teachers will consider
several specific teaching strategies to foster and guide communication in the
classroom, including the role of questioning, group work, managed discourse, and
reciprocal teaching.
3. Social contexts and learning communities – Teachers will recognize that when
students work collaboratively to assist one another and take on expert roles, their
learning is strengthened, reinforced, and refined. Teachers will consider strategies
they can use to build learning communities.

Q.5 What ethical issues are associated with the teachers? Why are these
associated with teachers?
Professional Ethics for Teachers

Teachers play a huge role in student’s lives, and form a major influencing factor for them right

from the childhood. They, with the help of chalk and board, can help students develop

imagination that will help them to paint their own world. Regarded as the noblest profession of

all, these educators can lay the foundation of your life. Apart from imparting academic

knowledge, these mentors are also responsible for inculcating invaluable life lessons in their

students.

To set a positive example, teachers must follow an ethical code of conduct to show

professionalism. Those ethics ensure that these educational guides remain unbiased while

doing their job and fulfill their objective of providing uncompromising education. Professional

ethics determines their responsibilities towards the students.

Professional Ethics for Teachers

Following moral principles must be observed by the teachers.

Being with the students

They are entrusted with the role of providing a quality education to all students in the

classroom. As a part of ethics, they cannot exhibit favoritism towards any particular student or

even show discrimination against any of them. He/she ought to interact with the pupils in an

appropriate manner without taking any advantage. They must keep minimum contact with

students outside the school premises, and if need arises, it must be related to some school

event or function.

Safety for all students

Apart from making the learners understand the basics of different subjects, it is the teacher’s

responsibility to ensure students’ safety by gaining their trust. They have to understand needs

of each individual student and report incidences of harassment and bullying that occur within

the school premises. Also, if there is a strong doubt of neglect or abuse at home, or when a

student discloses any such case, then it must be immediately notified to the right authorities

even if the involved student refrains from any such action.

Commitment towards the profession

Anyone who aspires to work in this field must understand ethics related to this profession.

They must represent accurate information about their qualifications, certifications of

undertaken courses or workshops and required licenses. Representing misleading information

just to get entry into this profession can shatter your chances to a great extent. The teachers

must report the progress of students and be fair in giving grades for assessments. Manipulating

it or purposefully reconstructing student responses can land them with fraudulent charges thus

leading to loss of job.

Cooperating with colleagues

To provide a safe environment in the school, all teachers, administrator’s and non-teaching

staff that must collaborate to give a rich learning experience for the learners. Every teacher

associated with the institution must adhere to the guidelines set by administrators. They must

bear in mind to follow expected rules; however, unreasonable it may occur to create a right

example in front of students and not disrespect the authorities. In case of disagreement with a

colleague over any trivial issue or a topic, the educators must sort out their differences in

private. They should not speak negatively for their fellow employees and maintain appropriate

relationships with them. In addition to this, the teachers must keep personal and professional

life different and abstain from indulging in any adult behaviors.

Interaction with parents and community

Apart from colleagues, the educators must engage in positive interactions with parents or

guardians for the child’s future. In case of troublesome parents, the meetings must be

conducted under the supervision of administrator or with the help from other teachers. They

must not give into unduly demands by parents.

Teachers can be regarded as a guiding light as they play an important role in shaping the life

of many individuals. They are strong role models and need to have a rational behavior towards

the students. Following above ethics will help them in being impartial in their field and do

the job honestly with professionalism.

 
 

The Problem of Ethical Issues in Education

There are a number of ethical issues in education that can be addressed and fixed in time. 
Students and teachers both are often associated very closely with such ethical issues in
schools. Some of these are because of their direct involvement, while others may be a
consequence of how the education system is laid out.
It is essential to talk about ethical issues related to the teaching profession so that a solution
might be found. Education should not be tarnished with ethics problems, which is why
students should be tasked with writing essays on ethical dilemmas. To help them out, reading
some ethical dilemma essay examples for students is a great idea. 
These examples can show students what kinds of problems their own school might be facing
and how they can articulate their feelings and opinions about them.
So, what are some common ethical dilemmas in education that schools and other educational
institutions face? While there are too many to list in a single blog, some are more prominent
than others. These are some common ones that every teacher likely has faced in their
classroom.

The Main Ethical Issues in Education

Social Inequity

One of the biggest ethical issues that schools face is social inequity. Education institutions
often fail to address the problems that arise thanks to the inequalities between different
children because of their economic, ethnic, and other family backgrounds. 
A child from a poorer background, who may not have enough food or enough time to be an
active kid at home, will likely have a much more difficult time in school than someone from
the opposing end of the spectrum. School administrators often punish these children for
having bad academic performance instead of being offered assistance in an alternative
fashion.

Cheating

Cheating has been a prominent historical issue in every school.

While it is challenging to tackle this problem thoroughly, there are things schools can do to
minimize it. For example, using a respectable plagiarism checker can allow a teacher to
assess student work before grading it. 
But while this is one of the best practices all private and public schools should adopt, there is
another issue to consider.
Assisted cheating is now becoming more popular and one of the most significant ethical
concerns education providers face. This relates to a teacher helping a struggling child to boost
a classroom’s overall performance and secure more funding. This, as you can imagine, is
among the major ethical mistakes teachers make in schools today.