ASSIGNMENT NO 01

ON
PROFESSIONALISM IN TEACHING
(8612)

SUBMITTED TO
MADAM AMINA BATOOL

SUBMITTED BY
AWAIS AHMED
ROLL NUM/ID
0000483227

PROGRAMME/ LEVEL:
B.ED (1.5 YEARS)
SEMESTER – 3rd
SPRING 2024

ALLAMA IQBAL OPEN UNIVERSITY,

ISLAMABAD
(Department of EPPSL)
 QUESTION No. 1
Explain concept of profession. Discuss teaching as a
profession.
Answer:
Introduction:
A teacher has professional knowledge and skills gained through
formal preparation and experience. Teachers provide personal, caring service to
students by diagnosing their needs and by planning, selecting and using methods
and evaluation procedures designed to promote learning. In addition to providing
students with learning opportunities to meet curriculum outcomes, teaching
emphasizes the development of values and guides students in their social
relationships.
Teachers employ practices that develop positive self-concept in students.
Although the work of teachers typically takes place in a classroom setting, the
direct interaction between teacher and student is the single most important
element in teaching.A profession is a calling or occupation that requires
specialized knowledge, skills, and training, and is typically characterized by a
sense of autonomy, responsibility, and prestige. A professional is someone who
has acquired a high level of expertise and has a strong commitment to their work,
often driven by a passion for the subject matter and a desire to make a positive
impact.
 Characteristics

As a profession, teaching involves

Curriculum development

Classroom management

Instructional delivery

Student assessment and feedback

Continuous professional development

1. Teaching is indeed a profession that embodies many of these

characteristics. Here's why:

1.1. Specialized knowledge:

Teachers require extensive education and training in their subject area, as
well as pedagogy and teaching methods.
1.2. Autonomy:
Teachers have a significant amount of control over their classrooms and
curricula, allowing them to tailor their instruction to meet the needs of their
students.
1.3. Responsibility:
Teachers are accountable for the academic progress and well-being of their
students, making them responsible for creating a safe and supportive learning
environment.

1.4. Prestige:
Teaching is often viewed as a respected and noble profession, with
teachers being seen as role models and mentors in their communities.

1.5. Commitment:
Teachers typically have a strong emotional investment in their work, driven
by a desire to make a positive difference in the lives of their students.

2. As a profession, teaching involves:

The continued professionalization of teaching is a long-standing goal of the
Alberta Teachers’ Association. The Association continues to work to advance
teaching as a profession. Professionalism is a complex and elusive concept; it is
dynamic and fluid. Six generally accepted criteria are used to define a profession.
The teaching profession in Alberta fulfills those criteria in the following ways:

2.1. Its members have an organized body of knowledge that separates the
group from all others:
Teachers are equipped with such a body of knowledge, having an extensive
background in the world and its culture and a set of teaching methods
experientially derived through continuous research in all parts of the world.
2.2. It serves a great social purpose:
Teachers carry responsibilities weighted with social purpose. Through a
rigid and self-imposed adherence to the Code of Professional Conduct, which sets
out their duties and responsibilities, teachers pass on their accumulated culture
and assist each student under their care in achieving self-realization.

2.3. There is cooperation achieved through a professional organization:

Cooperation plays an important role in the development of the teaching
profession because it represents a banding together to achieve commonly desired
purposes. The teaching profession has won its well-deserved place in the social
order through continuous cooperation in research, professional preparation and
strict adherence to the Code of Professional Conduct, which obligates every
teacher to treat each student within a sacred trust. Teachers have control or
influence over their own governance, socialization into teaching and research
connected with their profession.

2.4. There is a formal period of preparation and a requirement for continuous

growth and development:
Teachers are required to complete a defined teacher preparation program
followed by a period of induction or internship prior to being granted permanent
certification. This period includes support for the formative growth of teachers
and judgments about their competence. Teachers are devoted to continuous
development of their ability to deliver their service.
2.5. There is a degree of autonomy accorded the professional:
Teachers have opportunities to make decisions about important aspects of
their work. Teachers apply reasoned judgment and professional decision making
daily in diagnosing educational needs, prescribing and implementing instructional
programs, and evaluating the progress of students. Teacher judgment unleashes
learning and creates the basis for experience.

2.6. The profession has control or influence over education standards,

admissions, licensing, professional development, ethical and performance
standards, and professional discipline:
As professionals, teachers are governed in their professional relationships
with other members, school boards, students and the general public by rules of
conduct set out in the Association’s Code of Professional Conduct. The code
stipulates minimum standards of professional conduct for teachers, but it is not
an exhaustive list of such standards. Unless exempted by legislation, any member
of the Association who is alleged to have violated the standards of the profession,
including the provisions of the code, may be subject to a charge of unprofessional
conduct under the Discipline Bylaws of the Association.

3. Curriculum development:
Teachers create lesson plans, develop assessments, and design curricula to
meet the needs of their students.

4. Classroom management:
 Teachers manage their classrooms, ensuring that students stay engaged,
motivated, and focused on learning.

5. Instructional delivery:
Teachers deliver instruction, using various teaching methods and
technologies to present information in an effective and engaging manner.

6. Student assessment and feedback:

Teachers assess student learning, provide feedback, and adjust instruction
to meet individual needs.

7. Continuous professional development:

Teachers stay up-to-date with best practices, research-based
methodologies, and industry developments to improve their craft.

8. In today's education landscape, teaching has evolved to include new

challenges and opportunities:

8.1. Technology integration:

Teachers incorporate technology into their teaching practices to enhance
student learning and engagement.
8.2. Diverse student populations:
Teachers adapt instruction to meet the diverse needs of students from
various backgrounds, cultures, and abilities.
8.3. Data-driven instruction:
 Teachers use data analytics to inform instruction, track student progress,
and make data-driven decisions.

8.4. Teachers as Professionals:

The certificated teacher is the essential element in the delivery of
instruction to students, regardless of the mode of instruction. A teacher has
professional knowledge and skills gained through formal preparation and
experience. Teachers provide personal, caring service to students by diagnosing
their needs and by planning, selecting and using methods and evaluation
procedures designed to promote learning. The processes of teaching include
understanding and adhering to legal and legislated frameworks and policies;
identifying and responding to student learning needs; providing effective and
responsive instruction; assessing and communicating student learning; developing
and maintaining a safe, respectful environment conducive to student learning;
establishing and maintaining professional relationships; and engaging in reflective
professional practice. These processes must be free of discriminatory practices
and should contribute to the holistic development of students who are actively
engaged, responsible and contributing members of a democratic society. The
educational interests of students are best served by teachers who practice under
conditions that enable them to exercise professional judgment. Teachers have a
right to participate in all decisions that affect them or their work, and have a
corresponding responsibility to provide informed leadership in matters related to
their professional practice.
Conclusion:
Teaching is a noble profession that requires dedication, expertise, and
passion. While it can be challenging at times, it is also incredibly rewarding to see
students grow, learn, and thrive under the guidance of a skilled teacher.
 Question No: 2
Write in detail about professionalization of teaching
profession.
Answer:
Introduction:
The professionalization of the teaching profession refers to the process of
transforming teaching from an occupation that was previously seen as a vocation
or calling into a recognized profession with its own distinct set of knowledge,
skills, and practices. This transformation has been underway for several decades
and has been driven by various factors, including changes in education policy,
advances in research and technology, and shifts in societal values.

Historical Context

Factors Contributing to Professionalization

Characteristics of Professionalized Teaching

Challenges to Professionalization
Conclusion
1. Historical Context:
Teaching has traditionally been viewed as a vocation or calling, with many
educators entering the profession driven by a passion for education and a desire
to make a difference in the lives of students. However, teaching was not
considered a profession in the classical sense, with limited recognition of teaching
as a distinct occupation with its own body of knowledge and skills.

2. Factors Contributing to Professionalization:

2.1. Education Reforms:
In the mid-20th century, education reforms aimed at improving the quality
of education led to increased emphasis on teacher training and professional
development. This shift recognized teaching as a complex profession requiring
specialized knowledge and skills.

2.2. Research and Development:

Advances in educational research and development have increased our
understanding of how students learn and what effective teaching practices look
like. This has led to the development of evidence-based practices and a growing
body of knowledge specific to teaching.

2.3. Shifts in Societal Values:

Changing societal values have led to increased recognition of the
importance of education and the role that teachers play in shaping society. This
has resulted in greater respect for teaching as a profession.
2.4. Advances in Technology:
The widespread adoption of technology in education has created new
opportunities for teachers to engage students, facilitate learning, and develop
innovative pedagogies.

3. Characteristics of Professionalized Teaching:

3.1. Autonomy:
Teachers have more control over their classrooms and curricula, allowing
them to make decisions about instruction and assessment.
3.2. Specialized Knowledge:
Teaching is recognized as a distinct profession with its own body of
knowledge, including pedagogy, subject matter expertise, and educational
research.
3.3. Continuous Professional Development:
Teachers engage in ongoing training and professional development to stay
current with best practices, research-based methodologies, and industry
developments.
3.3. Recognition:
Teaching is recognized as a respected and valuable profession, with
teachers receiving formal certifications, licenses, or degrees.
3.4. Collaboration:
Teachers work collaboratively with colleagues, administrators, and other
stakeholders to develop curricula, share best practices, and improve student
outcomes.
4. Challenges to Professionalization:
4.1. Teacher Shortages:
Despite increasing recognition of teaching as a profession, there are still
shortages of qualified teachers in certain subjects and geographic areas.
4.2. Teacher Burnout:
The demands of teaching can lead to burnout, especially among novice
teachers or those working in challenging environments.
4.3. Funding Constraints:
Limited funding for education can impact the quality of teacher preparation
programs, professional development opportunities, and resources available to
teachers.
4.4. Politization of Education:
Education policies can be influenced by politics, which can lead to
conflicting priorities and limited support for teacher professionalization efforts.

Conclusion:
The professionalization of teaching has transformed the way we view the
profession, recognizing it as a distinct occupation requiring specialized
knowledge, skills, and practices. While challenges remain, the growing recognition
of teaching as a profession has led to increased autonomy, respect, and
opportunities for professional growth. As education continues to evolve, it is
essential to prioritize teacher professionalization efforts to ensure that educators
are equipped to meet the needs of students in an increasingly complex world.
 Question No: 3
Think about your favorite teacher who taught you during
elementary school years, write why he became your favorite
teacher and particularly how he practiced code of
professional conduct.
Answer:
Introduction:
My favorite teacher from elementary school was Mr. AHMED, my
3rd-grade teacher. He was a kind, patient, and enthusiastic educator who made
learning fun and engaging. Here's why he became my favorite teacher and how he
practiced the code of professional conduct:
Why I loved him:

Personalized attention

Creative teaching methods

Positive reinforcement

Sense of humor

Respect for students

Professionalism

Accountability

Continuous learning:

Specific examples
1. Personalized attention:
Mr. Ali made sure to know each student's strengths, weaknesses, and
interests. He would often provide one-on-one support to students who needed
extra help, making us feel seen and valued.

2. Creative teaching methods:

Mr. Ali was an innovative teacher who used storytelling, role-playing, and
hands-on activities to make learning enjoyable. His creativity kept me engaged
and motivated.

3. Positive reinforcement:
He would praise and encourage us when we did well, which boosted our
confidence and self-esteem.

4. Sense of humor:
Mr. Ali had a great sense of humor, which helped to diffuse tense moments
and create a relaxed atmosphere in the classroom.
Code of professional conduct:

5. Respect for students:

Mr. Ali treated each student with respect, regardless of their background or
abilities. He believed in our potential and encouraged us to do the same.
6. Professionalism:
He maintained a professional demeanor at all times, even in challenging
situations. His calm and composed nature helped to de-escalate conflicts and
created a sense of stability.

7. Accountability:
Mr. Ali held himself accountable for his teaching practices and was willing
to adjust his approach if something wasn't working.

8. Continuous learning:
He stayed up-to-date with new teaching methods, educational research,
and curriculum developments, which kept his teaching fresh and relevant.

9. Specific examples:
 During a particularly challenging math lesson, I was struggling to
understand a concept. Mr. Ali took the time to work with me one-on-one,
explaining it in a way that made sense to me. ii. He didn’t give up until I
grasped the concept.
 When a student in the class was feeling sad or upset, Mr. Ali would take a
moment to talk to them privately, listening attentively and offering words
of encouragement.
 He encouraged us to ask questions, think critically, and solve problems
collaboratively – valuable skills that have stayed with me throughout my
life.
 Mr. Ali's commitment to his students' well-being, education, and personal
growth left a lasting impression on me. His code of professional conduct
continues to inspire me today, reminding me of the importance of
empathy, creativity, and adaptability in education.
 Question No: 4.
Write your reflective journal for ten days. How did it
contribute to your professional development?
Answer:
Day 1: Reflection on Teaching

Day 2: Reflecting on Student-Centered Learning

Day 3: The Power of Positive Reinforcement

Day 4: Building Relationships

Day 5: The Importance of Adaptability

Day 6: The Role of Humor

Day 7: Reflecting on My Own Teaching Practice

Day 8: The Importance of Feedback

Day 9: Building Trust

Day 10: Reflection on Growth

Contribution to Professional Development

1. Day 1: Reflection on Teaching:
I started my reflective journaling journey by reflecting on my favorite
teacher, Mr. Ahmed, and how he impacted my education. I realized that his code
of professional conduct, including his respect for students, professionalism,
accountability, and continuous learning, was a crucial factor in making me feel
valued and motivated to learn.

2. Day 2: Reflecting on Student-Centered Learning:

As I continued to reflect, I thought about how Mr. Ahmed’s teaching
methods focused on student-centered learning. He used creative approaches to
engage us and make learning enjoyable. I realized that this approach not only
made learning more effective but also helped build confidence and self-esteem.

3. Day 3: The Power of Positive Reinforcement:

I reflected on how Mr. Ahmed’s positive reinforcement had a profound
impact on my self-perception. His praise and encouragement boosted my
confidence and helped me take risks in the classroom. I recognized the
importance of using positive reinforcement in my own teaching practice to foster
a growth mindset in my students.

4. Day 4: Building Relationships:

I thought about how Mr. Ahmed’s took the time to get to know each
student individually, understanding our strengths, weaknesses, and interests. This
helped him tailor his teaching to meet our unique needs. I realized the
significance of building relationships with students to create a sense of belonging
and motivation.

5. Day 5: The Importance of Adaptability:

As I reflected on Mr. Ahmed’s teaching style, I noticed how he was willing
to adapt his approach if something wasn't working. This flexibility allowed him to
respond to the diverse needs of his students. I recognized the value of being
adaptable in my own teaching practice to meet the unique needs of my students.

6. Day 6: The Role of Humor:

Mr. Ahmed’s sense of humor had a significant impact on creating a positive
classroom atmosphere. I realized that humor can be a powerful tool in breaking
the ice, building rapport, and reducing stress in the classroom.

7. Day 7: Reflecting on My Own Teaching Practice:

I began to reflect on my own teaching practices and how they align with
Mr. Ahmed’s code of professional conduct. I recognized areas where I could
improve, such as providing more opportunities for student-centered learning and
incorporating more humor into my lessons.

8. Day 8: The Importance of Feedback:

I thought about how Mr. Ahmed’s would provide constructive feedback
that was specific, timely, and actionable. This helped us grow as learners and
develop a growth mindset. I realized the importance of giving thoughtful feedback
to my students to help them improve.
9. Day 9: Building Trust:
Mr. Ahmed’s trustworthiness was evident in his consistent behavior and
actions. He created an environment where students felt safe to take risks and
explore new ideas. I recognized the significance of building trust with my students
by being transparent, consistent, and reliable.

10. Day 10: Reflection on Growth:

As I concluded my reflective journaling journey, I felt a sense of growth and
self-awareness. I realized that reflecting on Mr. Ahmed’s teaching practices had
helped me develop a deeper understanding of what makes effective teaching and
how I can apply those principles in my own practice.
Finally, I reflected on how my own professional development will continue.
I realized that I need to commit to ongoing learning and professional growth,
staying up-to-date with new technologies, research, and best practices in
education. I made a plan to attend workshops, participate in online courses, and
collaborate with colleagues to continue growing as an educator.

11. Contribution to Professional Development:

This reflective journaling exercise contributed to my professional development
by:
i. Helping me develop a deeper understanding of effective teaching practices
ii. Identifying areas for improvement in my own teaching practice
iii. Encouraging me to incorporate student-centered learning approaches
iv. Emphasizing the importance of positive reinforcement, adaptability,
humor, feedback, trust-building, and continuous learning
v. Fostering a growth mindset and promoting self-awareness
By reflecting on Mr. Ahmed’s teaching practices and applying those
principles to my own teaching practice, I feel more confident and equipped to
provide an effective education for my students.
 Question No: 5.
What are expectations of the society from the teachers in this
ever fast changing era of technology and globalization?
Answer:
Introduction:
In this era of rapid technological advancements and globalization,
society has high expectations from teachers to adapt and evolve to meet the
changing needs of students and the workforce. Here are some of the key
expectations:

Digital Literacy

Flexibility and Adaptability

Global Perspective

Lifelong Learning

Collaboration and Communication

Data-Driven Instruction

Student-Centered Approach

Soft Skills Development

 Emphasis on STEM Education

Emotional Intelligence

Cultural Competence

Mental Health Support

Continuous Professional Development

Assessment for Learning

Community Engagement

Conclusion

1. Digital Literacy:
Teachers are expected to be digitally literate and proficient in using
technology to enhance teaching and learning. This includes using digital tools,
online resources, and multimedia materials to engage students and facilitate
communication.
2. Flexibility and Adaptability:
Teachers are expected to be flexible and adaptable in their teaching
approaches, curriculum design, and assessment methods to accommodate
diverse learning styles, needs, and pace.

3. Global Perspective:
With globalization, teachers are expected to have a broad understanding of
global issues, cultures, and perspectives. They should be able to integrate global
content into their teaching practices and help students develop a global mindset.

4. Lifelong Learning:
Teachers are expected to model lifelong learning behaviors themselves,
staying up-to-date with new technologies, research, and best practices in
education.

5. Collaboration and Communication:

Teachers are expected to collaborate with colleagues, parents, and
community members to provide a seamless learning experience for students.
Effective communication is essential in this regard.

6. Data-Driven Instruction:
Teachers are expected to use data and assessment results to inform their
instruction, set goals, and measure student progress.
7. Student-Centered Approach:
Teachers are expected to adopt a student-centered approach that focuses
on individualized learning, personalized instruction, and differentiated
assessment.

8. Soft Skills Development:

With the rise of automation, teachers are expected to focus on developing
essential soft skills in students, such as critical thinking, creativity, problem-
solving, communication, and collaboration.

9. Emphasis on STEM Education:

In a rapidly changing world, teachers are expected to prioritize science,
technology, engineering, and mathematics (STEM) education to prepare students
for emerging industries and careers.

10. Emotional Intelligence:

Teachers are expected to demonstrate emotional intelligence by
understanding students' emotional needs, providing empathy, and creating a
supportive learning environment.

11. Cultural Competence:

With diverse student populations, teachers are expected to be culturally
competent and sensitive to the needs of students from different backgrounds.
12. Mental Health Support:
Teachers are expected to recognize the importance of mental health and
provide support to students who may be struggling with stress, anxiety, or other
mental health issues.

13. Continuous Professional Development:

Teachers are expected to engage in ongoing professional development to
stay current with best practices, new technologies, and emerging trends in
education.

14. Assessment for Learning:

Teachers are expected to use assessment strategies that focus on learning
rather than just testing or evaluation.

15. Community Engagement:

Teachers are expected to engage with the local community, involve parents
in the educational process, and provide opportunities for students to contribute
positively to their communities.

Conclusion:
In today's fast-changing era of technology and globalization, society has
high expectations from teachers to adapt and evolve to meet the changing needs
of students and the workforce. Teachers are expected to be digitally literate,
flexible, and adaptable in their teaching approaches, and to prioritize skills such as
critical thinking, creativity, problem-solving, communication, and collaboration.
They are also expected to have a global perspective, understand the importance
of emotional intelligence and cultural competence, and be able to provide
support for students' mental health and well-being.
Ultimately, the expectations from teachers in this era are centered around
their ability to prepare students for success in an increasingly complex and
interconnected world. Teachers are expected to be lifelong learners themselves,
staying up-to-date with new technologies, research, and best practices in
education. By meeting these expectations, teachers can play a vital role in shaping
the next generation of leaders, innovators, and thinkers who are equipped to
thrive in a rapidly changing world. By doing so, they will not only help individuals
succeed but also contribute to the betterment of society as a whole. By meeting
these expectations, teachers can play a vital role in preparing students for success
in an increasingly complex and interconnected world.

The End