Submitted To: Muhammad Ashraf

Submitted By: Sidra Saleem

Course title: Professionalism in Teaching

Roll number:by628031

Course Code:8612
Question No. 1 Explain the relationship of ethics and education. What are the
responsibilities of a teacher in this regard?
Answer:
Relationship of Ethics and Education.
Relationships between ethics and education we can understand by some theories
which related to ethical issues and education.
According to the Article 13 (1) of the ICESCR:
“The States Parties to the present Covenant recognize the right of everyone to
education. They agree that education shall be directed to the full development of
the human personality and the sense of its dignity, and shall strengthen the
respect for human rights and fundamental freedoms. They further agree that
education shall enable all persons to participate effectively in a free society,
promote understanding, tolerance and friendship among all nations and all racial,
ethnic or religious groups, and further the activities of the United Nations for the
maintenance of peace” (Lee, n.d.pp;02)
Similarly Article 28 (1) of the Convention on Rights of Children (CRC) stipulates;
States Parties recognize the right of the child to education, and with a view to
achieving this right progressively and on the basis of equal opportunity, they shall
in particular: “Make Primary education compulsory and available free to
all;Encourage the development of different forms of secondary education,
including general and vocational education, make them available and accessible
to every child, and take appropriate measures such as the introduction of free
education and offering financial assistance in case of need; Make higher
education accessible to all on the basis of capacity by every appropriate
means;Make educational and vocational information and guidance available and
accessible to all work as guideline for students to make such a good decisions in
difficult situations.

Nobody is perfect, everyone makes mistakes but the important is that when you
commit a mistake or make a bad decision let those who are watching or learning
from you how you are planning to correct it. This action will help them
understand mistakes are common; it is not the end of world; everyone can
correct mistakes; and above all as a teacher you must take responsibility as early
as possible.

Stickiness with commitments and following the promises are great and noble
characteristics of a role model. As an adult, sometime we remain busy, distracted
or bit lazy but as a role model teacher must demonstrate self-discipline by
reflecting; punctuality; finishing task when once started; do not quit; keeping your
words; and accepting the challenges in difficult situations. This demonstration will
teach students an attitude of “if s/he can do it, so can I”

As a role model, teachers are supposed to teach students treat others as you
want to be treated by others. Your actions will reflect whether you step others to
go ahead? How you deal with your spouse, friends, colleagues, and staff? How
you show your gratitude or attitude when others help you? This will teach student
how to be successful in life with respect to others. How to show respect for all in
life.

Great role models are not just teachers they may be good swimmers, chefs,
architecture, sportsman, etc. When students see their role models in different
activities, they will learn that they don't need to pigeon-hole themselves in order
to be successful.

Whenever you decide to be a teacher, be proud to be a teacher and you must try
to be a good teacher. You may face many hardships in your way to become a
teacher now you need to be satisfied and confident.

Question No. 2
Comment in detail how globalization is changing teacher education?
Answer:
Globalization and Teacher
Globalization is a process of integrating the nation states by removing or
minimizing the restrictions on the movement of material resources, financial
resources, labor, technology and ideas. It stands for outward-oriented policies
which are supposed to benefit all the countries of the world and also create
certain problems in that process. Though it is predominantly an economic
phenomenon, there are other dimensions as well and in a way it affects all walks
of life. Education is an important sector in any economy and globalization has its
implications for this sector as well.
The aim of education is to achieve overall development and enlightenment of
mind, broaden the vision, and character-building which can be beneficial to the
individual himself and to the society and nation at large. To achieve this goal the
role of teacher and teacher educator is important. In the age of globalization,
change is so rapid that the educational system has to keep itself abreast with the
latest developments. (Pandey, 2001)
The impact of globalization on teacher education and the manner in which the
system should respond to the needs of globalization can be studied under the
following heads:
Content of Excellence
The fast-developing stock of knowledge and the need for its continuous updating
has also initialed. No longer is education confined to a particular period of life. A
key to the twenty first century, learning throughout life will be essential for
adapting the evolving requirements of new generation and for better mastery of
changing time from the rhythms of individual existence.

Equity and Excellence

An important component of globalization in relation to education is the need for
producing quality manpower that can successfully face the competition in the
world. This would imply selecting the best possible human material and giving
them education of the highest quality (Gandhe, 2005).
Quality and excellence have become the watchwords of the new millennium
everywhere. Importance of teacher education in making an educational system
work more efficiently and effectively is the important factor of it. No system of
education can rise above the level of teachers'. Teacher must be trained and
educated properly. Quality teacher education must, therefore be our primary
concern (Chaurasia, G. and Roy, N. (Eds.) 2006.). It is in this context that education
of teachers becomes most important in any country.
Teacher Education
The purpose of teacher education is to produce teachers who have professional
competencies. The role of teachers is no longer confined to teaching alone. They
need to be thorough professionals, fully equipped with high academic standard,
pedagogical and practical skills. In this age of globalization, we need to make the
system of teacher education more innovative and futuristic in order to respond to
the changing demands of the society. To maintain the standards and to update
the quality of teacher education we require commitment and training of people
concerned.
Teacher educators thus have to be motivated enough to plan for their own
personal and professional development. They are expected to take responsibility
and take charge for their own learning and development. As such self-discipline
and self-regulation are the key factors responsible for success.
Effective teacher education prepares new teachers for a role which is both
complex and demanding. Accomplished teaching simultaneously involves
command of subject matter and how to teach it to diverse students. Putting all
this into practice on a daily basis is extremely demanding in the age of
globalization (Kaur, 2010).

The basic role of teacher education is to:

• Train teachers to teach pre-school children.
• Train teachers to teach primary school children.
• Train teachers to teach secondary school children.
• Train teachers to teach higher secondary children.
At all these levels besides having mastery over the subject to be taught the
teachers also require different skills like – identifying the needs of the learner,
selecting appropriate methods of teaching and learning aids etc. Besides these
they also need to have catered to the all-round development of children. The role
of teacher education hence has a very vital role to play as its products go and
work right from the grass root level of the society.As we move ahead in the 21st
century with LPG as our driving theme our entire focus should be on our product.
What we need to emphasize is the quality by giving the necessary self-confidence
through competence both in theory and its application. Both should be inter-
linked so as to make his learning effective.
Challenges in Teacher
Quality assurance: With the increasing participation of the private institutions and
the ever rising thrust on autonomy for the existing institutions, it is imperative
that demands would be made on quality assurance.
Professionalism: Though we regard teacher education as a profession, we are
different when we compare ourselves with the other professions like medicine,
engineering etc. We are still tentative about the importance of the pre-service
and in-service training in acquiring the required knowledge and skills by our
students. The one year training program a pre-requisite for becoming a teacher is
rigorous no doubt, but it is somewhat rigid. We are more driven by the form of
the course rather than the content. Ability to generate new ideas, commitment
and dedication in our work is essential to make ourselves professionals.
Technology:
We want to introduce new technology in teacher education. Introduction of ICT
and computer training in our course is a step in that direction. The experience so
far shows that teacher educators are not adept at using the computer in the
teaching-learning process since their recently acquired knowledge is restricted
only to the use of standard software applications. We need to become more
focused on the systematic use of technology for making the teaching learning
process more interactive and enjoyable. Technology should be harnessed for
increasing our participation in the process of creation of new knowledge.
Evaluation system:
Generating a reliable evaluation system is another important challenge before us.
Teacher educators need to look into innovative, objective, open and transparent
methods of evaluation which will test the application of knowledge along with the
comprehension. We should encourage pupils to face competitive exams
effectively.
Equity:
The greatest challenge before us even today is the search for equity. Equity refers
to the equity in the development of all abilities of the individual and it also means
the equity in the development of all the strata of the society. Head, Hand and
Heart are three powerful tools given to everyone by God. But today we are
becoming a knowledge society.

Question No. 3
Discuss the role of open and distance education in professional development of
teachers.
Answer:
Teaching Profession and Odl
Teacher education and open and distance learning (ODL) are separately complex
and critically important fields of endeavors. Used together, they have the
potential to enhance the effective, efficient and equitable provision of education
and to maximize access to such provision by various categories of disadvantaged
learners.
Why is it so important to use ODL to design, implement, evaluate and enhance
teacher education? A useful starting point is the aspiration of Education for All
(articulated in declarations in Justine, Thailand, in 1990, and in Dakar, Senegal, in
2000), and accompanied by a stated international commitment to achieving
Universal Elementary Education (Daniel 2009; Dyer 2009).If we turn to the six
goals of Education for All as outlined in the Dakar Framework for Action (UNESCO
2000), we perceive some of the complexity of the challenges facing efforts to
attain those goals:
1. Expanding and improving comprehensive early childhood care and
education, especially for the most vulnerable and disadvantaged children;
2. Ensuring that by 2015 all children, particularly girls, children in difficult
circumstances and those belonging to ethnic minorities, have access to and
complete free and compulsory primary education of good quality;
3. Ensuring that the learning needs of all young people and adults are met
through equitable access to appropriate learning and life skills programs;
4. Achieving a 50% improvement in levels of adult literacy by 2015, especially for
women, and equitable access to basic and continuing education for all adults;
5. Eliminating gender disparities in primary and secondary education by2005, and
achieving gender equality in education by 2015, with a focus on ensuring girls' full
and equal access to and achievement in basic education of good quality; and
6. Improving all aspects of the quality of education and ensuring excellence of all
so that recognized and measurable learning outcomes are achieved by all,
especially in literacy, numeracy and essential life skills.”
Thus, it is essential to strengthen and expand existing teacher education systems
particularly in developing countries if they are to address the current and
projected shortfalls in teacher supply adequately and thereby facilitate the
attainment of the goals of Education for All by 2015.
This important point was encapsulated in a 2009 report by the UNESCO Institute
for Statistics (USIS), projecting the Global Demand for Teachers: Meeting the Goal
of Universal Primary Education by 2015. According to the report, 10.3 million
teachers will be needed worldwide by 2015 if universal primary education is to be
attained. Sub-Saharan Africa faces the most severe teacher shortfalls.
The work of Robinson and Latchem (2003) and the international case studies on
the use of ODL for teacher education in Perraton et al. (2007) indicate that ODL is
increasingly being used to:
• provide cost-effective pre-service and in-service teacher education;
 • support school-based pre-service and continuing professional development
programmers for teachers;
• upgrade unqualified teachers and enable qualified teachers to acquire
higher teaching qualifications;
• provide teachers in remote or rural areas with access to professional
training, thereby meeting their continuing professional development needs;
and

Ensure quick dissemination of information to large numbers of teachers about

curriculum innovations, new teaching methodologies and practices, and new
professional standards for teaching.

Combining Teacher Education and Open and Distance Learning

A growing literature has been devoted to reviewing the strengths and limitations
of ODL in teacher education. A useful synthesis of those strengths and limitations
was provided by Perraton (2003), who focused on three themes requiring careful
consideration by planners and practitioners: social expectations of teachings a
profession; identification of the stakeholders influencing and controlling that
profession; and the curriculum of teacher education. Higher Education through
Open and Distance Learning (Harry 1999) traced efforts to develop teacher
education programmers using varying degrees of ODL in institutions as diverse as
the Bangladesh Open University (Rumble 1999), the Indira Gandhi National Open
University (Panda 1999), the Open University of Tanzania (Mmari 1999), the
University of the South Pacific (Matthewson and Va’a 1999) and the University of
the West Indies (Brandon 1999). Included in the same book were ODL experiences
in China (Ding 1999), Latin America (Chacón 1999) and South Africa (Dodds et
al.1999). That claim was elaborated as follows:
“For these graduates, the professional outcomes described above would not have
occurred without the availability of the EdD [Doctor of Education) through
distance education. The OU [Open University]EdD is not only very different to
many full-time or part-time PhDs, it is more effective at retaining students, and
supporting them to completion. It is the structure of the doctoral programme (pre
entry requirements and tightly scheduled assessment points mediated bya
supervisor) that enables the flexibility (the diverse ways students are able to
research their own professional contexts) to be effective.”
This is a definitive assertion, not only of a distinct differentiation between face to
face and distance education, but also of the superiority of distance education –
provided it is accompanied by the appropriate and ragogical principles and
support mechanisms – to face-to-face education for these particular learners. On
the one hand, Hall and Knox went on to say “... Judging by the large number of
programmes, teacher educators, and students, LTED is firmly established in
language education. This presents a number of opportunities. For (prospective)
language teachers, it is a chance to participate in the discourse community of
language education in ways and from locations where it would once not have
been possible. For language teacher educators, it is inopportunity to be involved
in a field whose practices and knowledgebase are undergoing rapid and important
change, and to contribute to the directions of those changes. For researchers, it is
an opportunity to explore, document, and theories' these developments and their
implications.”

Question No. 4
Examine the situation of professionalism in teacher education institutions of
Pakistan. Comment with reference to your experiences.
Answer:
Teaching Professionalism
Professionalism is a measure of social strength and authority of an occupational
group, teaching profession is notion of regulated autonomy because it acts on
behalf of the state in the best interest of its citizens. Teacher professionalism is
what teachers actually practice.
These practices involve:
• Transfer of knowledge
• Presentation of content
• Facilitating learning
• Developing skills in monitoring and enhancing learning
• Ability to exert educational judgment.
The situation of professionalism in teacher education institutions of Pakistan
divided into three main sections. The first section defines professionalism' and
enlists the factors responsible for lack thereof in the teaching profession in
Pakistan. The second section looks into these factors in some detail and suggests
remedial measures. The last section relates to the question of how one might
proceed in taking these measures effectively.
Factors responsible for lack of professionalism in teaching
1. “Professionalism' refers to that peculiar nature of a specific occupation which
entails, for commencement as well as continuation, maintenance, individually and
collectively, of certain standards in relation to knowledge, skills and behavior,
which standards are such that they ensure the user of the services the profession
provides a high, expected and usually objectively measurable level of competence
and commitment, and which standards afford the profession a legitimated status,
established right to privileged communication and relatively great autonomy, on
the basis of the general confidence in the individual and collective maintenance of
standards in the profession, from societal supervision or control.
If this definition of professionalism' is accepted, there is no doubt that it is in
acute shortage in the profession of teaching in Pakistan.
2. A number of factors contribute to this lack of professionalism. Of these
factors, some rather important are:
i. Absence of any effective system of accreditation, licensing and certification.
ii. Absence of appropriate standards for the above mentioned system.
iii. Lack of appropriate pedagogy, curricula, didactic resource base and
personnel for teacher training and development.
iv. Lack of incentives for competent and dedicated people to join the profession.
V. 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'.

II. Analysis of 'the factors' and remedial measures

Professional teaching institutes for teacher training need to be set up. At present,
there is very little realization by employers of teachers that even a high level
degree is not guarantee that a person is an effective teacher. “Teaching' is still not
regarded as a separate and distinct field. Institutes as AIE (Ali Institute of
Teaching) need to be set up to train teachers and teacher trainers. Also, curricula
for this purpose in relation to specific needs of teachers in Pakistan need to be
developed and continually updated.
Teaching is generally an ill-paid and often disparaged profession in Pakistan. In
this country revenue expenditure on education has rarely been more than 2.5%.
With the present constraints of the ever growing cost of debt-servicing (about
54%), this situation is unlikely to change. Since there is an education emergency in
Pakistan
(where the literacy rate is estimated at 40% -- a high inflated figure and totally out
of line with international standards), some radical solution is required, for
example entailing part time teaching by highly qualified government servants,
mandatory teaching service for a certain period of time to obtain university
degree to get government employment. Work environment in most educational
institutions is not conducive to professionalism viz-a-viz the following:
i. the curricula and pedagogy do not entail a professional approach and are rarely
updated.
ii. Performance and competence of teachers is rarely used as an effective basis for
remuneration and promotion.
iii. In-service training programs are usually not encouraged in the real sense of the
word.
III. How to proceed/Personal Comments
The measures suggested above must be adopted in a systematic manner to make
them effective. In this regard, the following suggestions are made:
1. As the third International Math’s and Science Study (TIMSS) tests (the largest
ever international education research) has shown, teaching methodology is
far more important than the time or money spent on a subject.
2. These curricula and this pedagogy should be used as a standard throughout the
country for accreditation, licensing and certification.
3. These curricula and the pedagogy should continually be updated on the basis of
feedback from use and on the basis of further research work.
4. Great emphasis should be given in the curricula on developing language
skills and mathematical ability in primary and secondary education.
5. Other suggestions given in the previous sections should be put into
practice gradually and only after work on the above mentioned points (in Section
III) has been completed and consolidated.

Question No. 5
What ethics issues are faced by elementary school teachers? As an elementary
schools how can you handle such issues? Elaborate.
Answer:
Elementary School teachers face issues at different levels and teachers also
handle such issues which are given with solutions
Ethical Issues Pertaining To the Role Of Teacher
Teaching is associated with physical, mental, social, psychological and moral
upbringing of students. Teacher plays a significant role in development of all
aspects of life. The demand from the teacher increases when she is performing
her duties that what is the major responsibility of teacher? To answer this
question considered the major assumption which society expect that teacher is a
moral agent. Teacher is a role model; he/she has to perform according to the
requirements of cultural or traditional values. Carr, (2000) stated, the teachers
are conceived as the representative or custodian of a specific set of civilized
standards and value predicted on a traditionalist idea of education as the
transmission of culture.
Teachers play multiple task Teachers play multiple tasks in daily life; an
imperative role is transmission of morality towards next generation. Teacher
performs moral duty formally and informally, he/she is considered to be same
role inside and outside the classroom.
Ways to transmit moral messages:
• Show moral and ethical behavior himself
• Model good behavior and attitudes in classroom
• Story telling
• Respecting students
• Peaceful environment
• Being nice, polite and thoughtful
• Well behaved
The moral duty of teacher:
• Handle students with care
Positive relationship with students and other staff members
 • Acting best interest of students
• Classroom environment (Catherine. E, 2011).
• Knowledge and expertise of teachers
• Academic and theoretical knowledge
• Cultural custodian
• Facilitator of inquiry
Ethical Role Pertaining to the Role of Teacher
Moral Person
Campbell, (2013) presented notion of teacher as a moral person. Teacher conveys
his/her thoughts, ideas, values to next generation deliberately or in deliberately.
The all positive and negative aspect of teacher personality is being part of
student's personality. So, it is necessary for the teacher that he/she possesses
good ethical attributes. Now days, it is a big ethical issue towards teachers
responsibility.
Moral Educator
Teachers does not always been a good moral character. While this is the process
exchanging these virtues to their students. Teacher should consider consciously
that students are gaining these ethics directly or indirectly.
Student Teacher Relationship Teacher deals with students in their daily life, in
these days student teacher relationship is not based on attitudes, intentions and
good moral values.
Ethical Issue Pertaining To Education
Right to Education
Due to the importance of education in Islam, The Holy Prophet (PBUH) said:
“Getting knowledge is obligatory to every Muslim man and woman”. It is the
moral duty of government and concerned authorities to provide opportunities for
students.
Should Teacher Students be Friends?
Schooling is the act of interacting people with each other towards the mutual
goal. Here the related persons are student and teacher. Nowadays, the renowned
philosophy of education leads towards the friendship relationships of student
teacher. But, the addressing question here is that should teacher exceed the
limits or should provide some measures to maintain positive relations.
To What Extent Help is required? This issue is more considerable that is more
required in relationship of principals, teachers and students.
Communication
Communication is the heart of any educational process whether it is carried in
classroom or beyond the classroom. Being polite and humble can uplift the ethical
environment of schools.
Conflict Management
Conflicts can be easily resolved, by adopting ethical frameworks.
Ethical Issues Pertaining To Schooling
Relational Professionalism

Relational work skill is the term used to describe the ways in which professionals
interact with each other. Relational skills go beyond knowledge of business
models and professional experience to include personal traits. As with
professional skills, relational skills differ from person to person. Teacher interact
with students what they practice in relational manners are: knowledge of
students, pedagogical knowledge, principles of classroom management. Teacher
should adopt relational qualities (engagement, authenticity and understanding) to
enhance positive environment in schools. This relational professionalism impacts
on overall school ethical environment.
Social Diversity
There are different groups in a school. They have cultural, religious and economic
differences. Ethically to cope up all these diverse people is the challenging tasks.
Discipline
Cam Due to the lack of ethical considerations in all educational setups, the
discipline problems are increasing day by day. Practice of ethics and morality is
lead towards the fulfillment of educational goals.