PERSONAL AND PROFESSIONAL DEVELOPMENT

Personal and Professional Development (Reflection Paper)

Personal and professional development (Reflection Paper)

In the current knowledge society, schools worldwide face major new challenges. Among The most notable increase is in competency-based training. This challenge becomes the classical vision of schools/university education, to give it now a vital function: to participate in the training of students for appropriate professional performance. To meet the needs that come before this new scenario, it is imperative to have a paradigm shift in educational models that have dominated higher education in recent decades.

No title is naive and this was not sustainable. Trying to talk of schools/university professors in the form of schools/university teaching is to take part in some views that are assumed and are considered positive, while other issues, perhaps problematic, remain in the background more blurred. Our intention is to make explicit the views we take leave without thereby calling into question those same assumptions. Talk about being professional, a good professional is to enter a field that cross disciplines, organizational theory, sociology and psychology of work, etc. According to opt for one perspective or another issue of professionalism acquired traits and nuances. Strategy can be seen as close as desirable model to the concept of worker, factory worker or producer, as a formative perspective, strategy, domination, etc (Border, 2007, 8).

Discuss this question would take us far away and probably would not solve much in relation to the matter at hand. What we assume is that the faculty is professional, i.e. having training subject to licensing, a wide discretion in their action, that it is solved from the theoretical and scientific assumptions, which implies a constant effort to improve and update, which is aimed at meeting basic social needs, primarily teaching in higher education. With this statement we note that the activity of schools/university professors is to teach, which seems obvious, but to be remembered. The teacher, no doubt, investigate, manage the institution, find resources and other activities, but their existence is possible because there are students to be taught and the more important thing is that they learn.

When one tries to analyze what is or what should be a schools/university professor in the current conditions of the schools/university, 1 presents various options and possibilities are many paths that can be attempted, the access roads. From the sociology of work, we could discuss the professional model that embodies the schools/university professor, of its specific features and their particular difficulties to be configured as such. From teaching, professionalism would appear as a permanently open process that leads to the transformation of teaching practice and thus, a dynamic change in the schools/university. The organizational perspective would give rise to other considerations as well as psychology, law, etc. None of them, literally, will be the one adopted here. Our perspective is intended to be more genetic and historical.

The school/university today is very different from that which was early last century. Its range is fairly consolidated throughout the world effort to democratize its structure and ...