Critical Analysis of the Concept of Professionalism in Teaching

The word professionalism has been a subject of analysis for several years. It has many layers to it and has multiple definitions. In areas like sports, music etc. a professional would be a person who’s skills and talent would be more than an amateur. Moreover, professionals within the “classic” fields of law, medicine and theology have codified rules and expectations for behavior developed over many centuries (Hart & Marshall, 1992).

While teachers may sometimes not consider as professionals by society. However, their roles in enhancing society cannot be underestimated. In fact, the classroom teacher is arguably the single most important individual in directing student success. Although authors such as Stronge and Tucker (2000) agree that the teacher is the most important school-based factor in student achievement, there remains uncertainty of what comprises “effective” or “professional” teaching

Considering the larger picture in literature, Hargreaves has presented the development of professionalism as passing through four historical ages in many countries—the ‘pre-professional’ (managerially demanding but technically simple in terms of pedagogy); the ‘autonomous’ (marked by a challenge to the uniform view of pedagogy, teacher individualism in and wide areas for discretionary decision-taking); ‘collegial’ (the building of strong collaborative cultures alongside role expansion, diffusion and intensification); and the ‘post-professional’ (where teachers struggle to counter centralized curricula, testing regimes and external surveillance, and the economic imperatives of marketization) (Hargreaves, 2000a, p. 153).

In this essay my focus would be to analyze professionalism, transition of student-teacher to a professional teacher, professionalism involved as a science educator, challenges and opportunities in the field of education.

What is professionalism

In 1975, Hoyle explained professionalism as ‘those strategies and rhetorics employed by members of an occupation in seeking to improve status, salary and conditions’ (p. 315). Critical analyses of professionalism do not stress the qualities inherent in an occupation but explore the value of the service offered by the members of that occupation to those in power.’ Troman (1996, p. 476).

Professionalism is a multidimensional concept (Evans, 2008). The concept of professionalism has had a metamorphosis throughout history through the interpretations created from social and political contexts (Hilferty, 2008).

Professionalism not as an absolute or an ideal, but as ‘a socially constructed, contextually variable and contested concept … defined by management and expressed in its expectations of workers and the stipulation of tasks they will perform’. Congruent with this are Gleeson et al.’s (2005, pp. 445-446) highlighting of contextual relevance to conceptualization, and Holroyd’s (2000, p. 39)

As I interpret this is that “professionalism” is not a social-scientific requirement, however it has undergone a major change depending upon the need and requirement of time. Professionalism is modern society refers to ideas, aspiration, moral duties, rules of conduct and practice. Professional individual holds a prestigious position in the society as the service they provide are vital to those who receive it. Professionals not only provide the service but also make profound decision that effect vast variety of people without their consent or knowledge. They make these decisions based on their vision and expertise for creating a better society. The service provided by the professionals are highly appreciated and valued and hence they receive a respect and status in the society.

Wise (1989) describes professional teachers as those: [who] have a firm grasp of the subjects they teach and are true to the intellectual demands of their disciplines. They can analyze the needs of the students for whom they are responsible. They know the standards of practice of their profession. They know that they are accountable for meeting the needs of their students (p. 304-305).

From these interpretations it is clear that researchers clearly identify that teaching at a professional level is an advanced and complex undertaking. Both Clement (2002) and Seifert (1999) point out that becoming a professional teacher is a process that takes time to master. It is also true that there is a continuous progression in teaching profession. There is a progression in salary and status from trainee teacher, newly qualified teachers to experienced teachers. There is a great amount mentoring support offered to a trainee teacher or newly qualified teacher for them to enhance their skills and knowledge.

As per Kramer (2003) teacher professionalism can be categorized into three areas: attitude, behavior, and communication. These categories cover behaviors and characteristics that should be portrayed in the professional lives. Examples- punctuality, following the dress code, clear understanding of learning theories, clearly communicating with colleagues, parents, students etc.

Transition of student teachers to become professional teachers.

The concept of professionalism has many layers to it, and it can be overwhelming process for a student teacher. For many students being a professional and effective teacher can be an elusive concept. This could be because various institutions have different expectations in terms of professional and effective practitioner. Stronge and Hindman (2003) state, “Some researchers define teacher effectiveness in terms of student achievement; others focus on high performance ratings from supervisors; and still others rely on comments from students, administrators, and interested stakeholders” (p. 49).

I would like to establish parameters focusing on aspect I consider to be important be being professional teacher.

As per Sockett’s (1993) the five categories of professionalism focusses on: 1) character, 2) commitment to change and continuous improvement, 3) subject knowledge, 4) pedagogical knowledge, and 5) obligations and working relationships beyond the classroom.

I agree with with Sockett’s proposition. The most common way any teacher would be considered an ideal “professional” teacher is if he/she is resilient, always keeps composure and under all circumstances; is nurturing, patient with all, well-organized, flexible, displays confidence in the classroom; and remembers that he/she is a role model for students.

Awareness of attributes related to the commitment to change and continuous improvement is an important factor for student teachers. Being reflective and constantly evaluating their choices and actions to improve instruction clearly will help them to grow professionally.

It is critical to have a good subject knowledge as it is an important factor of professionalism. In the current global pandemic situation, all the teachers including the student teachers are expected to adapt innovative teaching route which are reflective and effective implementation of curriculum. Teachers’ have a role motivate the students to participate in action research. Make them independent through appropriate learning strategies and highlighting the importance of how to assess their learning. Lessons are planned to address the need of children. (varing them according to needs of students and subject).

Student teachers are also provided various opportunity to understand the role of professional teacher plays beyond the classroom. They are involved in developing and changing policies and rules and this impact many educational settings. They also offer support to other teachers when appropriate. Teachers also represent the institution when interacting to communities and authorities.

Student teachers are expected to provide evidence that they follow a set standard known as the Teaching Standards (TS) (see appendix 1), which set rules and regulations that teachers are upheld against.

Professionalism for science educator

Science educators have a huge responsibility to educate, motivate and inspire students to become scientifically literate citizens. It is important that teachers of science uphold the high standards of professionalism. They have professional responsibility to accept to provide students with high standards of science education; understand and promote their professional learning and strengthen the public image of the profession.

Science educator must respect diverse ideas, skills, and experiences of all students. This will help to build the abilities and strengths of students. The focus should be to emphasize on the skills, attitudes, and values of scientific inquiry to help students to become effective problem solvers. It is also essential that a science teacher uphold the highest standards of ethical behavior. As a professional science educator, one must always enhance personal professional development through commitment to lifelong learning. This can be achieved by studying current science literature and try to be a reflective practitioner. Explore various opportunities to seek out formal and informal learning methods like visiting other classrooms, professional development, attending conferences, enrolling in courses and seminars, reading professional publications etc. This will help to be a positive role models by conducting themselves as responsible and ethical citizens in school. As their role also involves in protecting, respecting, and empowering all students

Challenges and opportunities

Teachers play a crucial role in education (Borko, 2004), and their learning and professional development improves the quality of schools (Thompson & Zeuli, 1999), as well as students’ learning and their achievement (Desimone, Smith, Hayes, & Frisvold, 2005). This crucial role is also evident from recent meta-analysis studies (e.g. Hattie, 2009).

However, Teacher education is worldwide in crisis (Vanderlinde, Rots, Tuytens, Rutten, Ruys, Soetaert, & Valcke, 2013) as numerous research (e.g. Cohran-Smith, 2005; TALIS, 2008) and policy papers (e.g. European Union, 2007) describe all kinds of difficulties, such as problems with the quantity and quality of candidates entering teacher education, problems with the extent to which student teachers attain critical competences put forward (Valcke, Struyven, & Rots, 2012), or problems with the preparation of teachers to enter and stay in the profession (Coburn & Russell, 2008; Rots, Kelchtermans & Aelterman, 2012).

Teacher’s need more support than ever before from the school, community, leaders, administrators and parents to meet their responsibilities professionally and effectively.

A secure and professional work environment that is appropriate to teach and grow effectively. Provide all teachers with enough time to plan an effective and engaging lesson. Opportunity to collaborate with colleagues in the school and community. It is crucial to secure adequate resources and materials to teach science effectively. Provide extra support and guidance to those teachers who are new to the profession. This can be achieved by receive a reasonable workload and sufficient time for preparation.

Professional development is an important aspect for student teacher and experienced teachers. The conceptual framework of Desimone (2009) is an interesting model to both conceptualize and to study teachers’ professional development. As I understand this model presents a theory for professional development that influences both teacher and student outcomes.

Desimones’ illustrates that professional development comprises a number of consecutive steps.(Refer- Appendix-2)

1. Teachers is provided support through effective professional development.
2. The professional development increases teachers’ knowledge and skills and/or changes their attitudes and beliefs.
3. Teachers use their new knowledge and skills, attitudes, and beliefs to improve the content of their instruction or their approach to pedagogy, or both.
4. The instructional changes foster increased student learning.

Conclusion:

Today we agree that educators have an important role to play for preparing the future generation. However, it is surprising that teacher’s professionalism has been questioned and have been neglected for a long time (Lunenberg, Dengerink, & Korthagen, 2014). These standards represent the ideal image of the competency’s educators need to possess in order to function effectively. It has been concluded both by researchers and policy literature authors that educators have such a unique profession. This essay has been based on 4 factors which were analyzing the term professionalism, transition of student teachers into professionals, importance of professionalism in science and lastly challenges and opportunities. I would like to conclude that there are various factors which identify a teacher’s professionalism which includes appearance and punctuality to using proper language and building strong relationships with colleagues. This may seem to intimate for a student-teacher but with mentoring support and guidance from experienced professional can make this process less overwhelming. Today’s society expects high standards from teachers especially science teachers as they cultivate objective reasoning and scientific approach in young minds. However, teachers face challenges and hence it becomes the responsibility of authorities and governing bodies to provide opportunities and extra support for teachers for continuous improvement which can lead

Reference:

1. Andy Hargreaves (2000) Four Ages of Professionalism and Professional Learning, Teachers and Teaching, 6:2, 151-182, DOI: 10.1080/713698714
2. Evetts, J. (2011) ‘A new professionalism? Challenges and opportunities’, Current Sociology, 59(4), pp. 406–422. doi: 10.1177/0011392111402585.
3. Judyth Sachs (2016) Teacher professionalism: why are we still talking about it?, Teachers and Teaching, 22:4, 413-425, DOI: 10.1080/13540602.2015.1082732