Revitalizing Professionalism in Teachers

Biswajit Behera Biswajit Behera

doi:10.52634/mier/2015/v5/i1/1510

Biswajit Behera Biswajit Behera

Open Access

https://doi.org/10.52634/mier/2015/v5/i1/1510

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Abstract

The hope of revitalizing school education is driven towards the professional and personal growth of the teacher. The professional preparation of teachers has been recognized to be crucial for the qualitative improvement of education (Kothari Commission, 1964-66). The emphasis in the teacher education programme should be on enabling the trainees to acquire the ability for self-learning and independent thinking. Teachers should have possession of professional knowledge and professional status. Teachers are expected to carry out their professional tasks in accordance with their judgment, without bias. Consistent with the objectives, content, pedagogy and assessment for different stages of the curriculum, the teachers must be oriented and should be constant learners. In this paper, three dimensions of learning are emphasised on the part of professional teachers 1) Cognitive Learning 2) Emotional Learning and 3) Situational Learning. It is understood that in order to strengthen professionalism, the teachers must be allowed for expertise to be shared with a wide range of teachers through conferences. The teacher must be resourceful and practitioner of teaching and learning. Thus, professional learning is practical in character.

Highlights

The basic concern of education is to enable an individual to make sense of life and to live happily
The professional preparation of teachers has been recognized to be crucial for the qualitative improvement of education (Kothari Commission, 1964-66)
Professionalism is a crucial aspect of the work of teachers

Summary

INTRODUCTION

Education aims at making students capable of becoming active, responsible, productive and caring members of society. The NCF-2005 document suggested some ways of getting out of curriculum load on students It seeks to develop and implement local-specific need based programmes. It demands teachers to promote high expectations, to expect accountability, to take responsibility for improving their skills and subject knowledge, to seek to base decisions as evidence of what works in schools, to work in collaboration with others, to anticipate change and to promote innovation. They will need more systematic opportunities for their professional development. Professionalism requires appropriate training and experience and the professional attitude, which gives priority to the interests of those, served and is constantly concerned to increase effectiveness through professional development

A CRISIS OF TEACHER PROFESSIONALISM

Marketization of Education

Professional development and new learning paradigm

CONCLUSIONS