PROFESSIONAL ROLE IN CONTEXT

Professional Role in Context

Professional Role in Context

Introduction

The paper is an account of the professional status of teaching, the teaching ideologies, role and values of a teacher. It also discusses the effectiveness of the early year reform and how it facilitates the education system. The paper provides an understanding of what people expect from the profession of teaching, the societal and political context and how media perceives them

Nature of Teaching Profession

Many teachers may be trying to fulfil the many complex aspects of their jobs and meet the sometimes unreasonable expectations generated by these portrayals. Trigwell, Benjamin, (2000) describes these super teachers as being always buoyant, considerate, cooperative, ethical, expressive, forceful, intelligent, objective, resourceful, reliable, mature, punctual, magnetic, enthusiastic, and energetic and as possessing good judgment and a sense of humour. According to R. Raphael (1985), "Teachers who internalize these unrealistic expectations are being set up for disappointment (Yost, Forlenza, 2000, 39-49).

They start making demands upon themselves which they cannot possibly achieve. Unsuccessful, they become frustrated and they tend to blame themselves for failing to attain impossible goals". Many a case of burn out and dissatisfaction may have originated with the teacher's conflict over the reality of life in the teaching profession and the idealistic societal expectations that are encouraged by the impossibly perfect media portrayals (Trigwell, Benjamin, 2000, 155-168). This is the paradox professional. Located to competing demands, teachers feel too much pressure in society and poorly supported and recognized by it. Not strange, therefore, that in most surveys of teachers, poor social value is more pronounced the complaint. This basic mismatch between professional demands and the possibilities for a satisfactory job offer can, in turn, materialize in three conflicts specific (Smidt,2002,7-16). At first, the perception of society that the problems of students can be solved only with school initiatives originates heavily on social and family context. Secondly, the traditional organization schools when they are demanding flexibility, participation and openness. And, finally, the rigidity of working time of teachers is when they take on new functions (Smidt, 2002, 7-16).

Critical Review of Professional Status

Gradually, the role of teachers has been modified. Changes have occurred in society and youth along with the increase of school population the progressive universalisation of education led to redefine the tasks priority to develop teaching. The school currently requires dialogue and student participation, coaching and mentoring, parental relationships, collaboration school management, contact with educational activities that take place outside the school, working in teams with colleagues and programming activities in the classroom able to arouse the interest and efforts of the students (Hashweh, 2005, 54-76). Teachers must face changing teaching methods that transcends the boundaries of their classroom for the students who do not demonstrate significant interest in learning. Before, it was almost only responsible for teaching (Hashweh, 2005, 54-76).

The teaching should now share its function and it should realize that the student analyzes and integrates the diverse and scattered information they receive. However, all these changes have provided virtually no substantial change ...