The Importance Of Teachers In Todays Society Education Essay

The Importance Of Teachers In Todays Society Education EssayThe words of the General Teaching Council (GTC) statement that teachers inspire and lead young people, helping them grasp their potential as fulfilled individuals and productive members of decree (GTC, 2004) highlight the importance of teachers in todays society and emphasize that teaching is a demanding profession. This mission statement is reenforce by the Professional Standards for Teachers which outline attributes, companionship, understanding and skills required of teachers at each c areer stage (TDA, 2010).Both understanding of theory and practical experience are required to enhance a teachers organic evolution. Different theories and philosophies have been affaird to explain the progression to becoming a good teacher and I aim to decompose the manner in which these theories have contributed towards my let maestro development whilst critically analysing different philosophies.In my view, a teacher requires bot h self-confidence and humility, the former to pattern and implement projects whilst being undeterred by difficulties and the latter to prevent self-confidence from becoming arrogance. Similarly, Hoyle (1995) has suggested that professionalism can be be through a persons k straightwayledge, autonomy, and responsibility. In early(a) words, a profession should base its practice on specialist knowledge which is beyond the reach of lay people. This knowledge should be both theoretical in the form of examinations and practical in the form of experience. Autonomy correspondingly follows the principle that every class is different, as is every child, and the teacher should be empowered to use their better judgement to act in the best interests of their pupils. Responsibility is the reciprocal of autonomy. The freedom of autonomy must be expressed responsibly.Nevertheless, a more in-depth compendium considers the key attributes which are associated with professionalism by Hoyle. Hoyle (1 980) distinguished between restricted professionals and extended professionals. Restricted professionals have their focus in the classroom with the priorities being teaching methods, their induce didactic behaviours, and subject matter. The extended professionals, however, are concerned with professional collaboration and locate their classroom teaching in a broader educational context whilst operate as a dynamic team.Although employing professionalism is vital, a teacher should also be unity who at regular intervals, examine and monitor the work they have done. They should play into consideration the improvements that could be made by reflecting on the work that has been done and the problems encountered in the course of doing it.According to Donald Schon (1996), the concept of reflective practice can be described as a critical process of enhancing ones field or discipline. Reflective practice is a way for beginners to recognise the link between their own individual practice and those of successful practitioners (Ferraro, 2000, p.1). This concept allows for thoughtful consideration into ones own experiences and the application of knowledge to practice whilst being guided by professionals.Hopkins and Antes (1990) and Lawrence Stenhouse (1975) demonstrate a similar view that reflective practice can be classified in terms of action research and the concept of a teacher as a researcher respectively. It encourages teachers to put theories they have learnt into practice in their classroom. This has re-constructed my beliefs of what constitutes as a teacher of mathematics, as research is an imperative factor in education.A parallel approach indicates that portfolio development has become a preferred tool used in pre-service teacher education (Antonek, et al, 1997 Hurst et al, 1998). Portfolios are significant in the development of inexperienced teachers, as it allows for resources and materials that worked well to be collated. This can then be modified during a teachers career as their style of teaching adapts and their knowledge enhances.The above theories are similar in that they focus on either pre-service or beginners in a discipline and outline the reflection which is used to gain knowledge and to overcome weaknesses. These approaches are summarised by educational theorist and psychologist Jerome Bruner (1987) when he stated that self is a perpetually rewritten story (Bruner, 1987, p.54). I feel this is an accurate bureau of a teachers career as development of a professional reflective practitioner is an ongoing process.In the broadest sense, a teacher can be defined as someone who not only imparts knowledge but also gives them skills that they can apply to everyday life. The skills that have been taught can then be intensify throughout their time in schools and taken with them to university and finally used in their career. A good teacher possessing superior interpersonal skills has the potential to shape a pupils life to ensure they can take with them the skills and knowledge to exceed the pupils expectations.An effectual teacher of mathematics continues to investigate new mathematical knowledge and explore effective teaching strategies. An effective mathematics teacher wants to eradicate the fear and anxiety that mathematics may represent to many students. As stated in the guinea pig Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for school mathematics, an effective mathematics teacher will be able to motivate all students to learn mathematics (NCTM, 1989).My ism approximately what constitutes an effective mathematics teacher may best be illustrated by an example which came to my attention observing a newly qualified mathematics teacher. The mathematics teacher was portraying fractions in a fashion easily comprehensible by the majority of the class, with various assessment techniques used to ensure the pupils understood. However, one pupil failed to grasp the topic and not surprisingly struggled to answer the questions. As the teachers attention was occupied by the rest of the class, this one pupil was unable to get going with the questions. At the end of the lesson as the teacher had not watched over the class for any pupils that struggled, the pupil left the class still uncomprehending and uninterested in the topic. Therefore, the teacher was unable to help the child as he had omitted to watch for pupils in difficulty and this runs counter to the philosophy that every child is important. In this grouchy instance the teacher lacked the experience to observe the difficulties that the pupil was facing.The dimensions of reflective practice (Zwozdiak-Myers, 2009) have shaped my thinking as to the concepts of reflection especially when assessing my course experiences. The dimensions of reflective practice relate to the ideas in which teachers reflect, improve and try out new ideas. This allows for teachers to be able to see the types of techniques w hich are successful and unsuccessful in the classroom. The ennead dimensions each have a fundamental aspect in which to approach reflection and this proves to be a fundamental theory in constructing my philosophy about the role of a teacher.John Dewey (1933) observed that reflective thinking is called for when people recognize that some problems cannot be solved with certainty. Drawing from this observation, King and Kitchener (1994) chose the term reflective judgment to describe the kind of epistemic cognition that includes the recognition that real uncertainty exists about some issues. These theories have re-constructed my philosophy, that the profession of teaching is not sour and white. There are problems which have no perfect solution however it is up to the judgement of the teacher on how to respond, in the primary interest of the students. potent teaching has been constantly debated over the last two decades linking reflection to professional growth (Harris, 1998). Reflectiv e practice is a significant and beneficial form of professional development, as it allows for errors to be noticed and improvements to be made. This can enhance teaching styles and methods, which leads to better performance and more self-awareness of ones strengths and weaknesses in the classroom.The teachers role has now changed, from the traditional belief of a didactic lecturer dictating an indigestible quantity of facts, to a classroom of pupils who solemnly inscribe the words and subsequently learn them by heart to spit them in the form of an essay in response to a question on a termly or yearly examination paper. These changes are due to a new view being taken on curricula, pedagogy and the organization of teaching and learning, as well as changes caused by broad socio-political trends in the society (Hoyle, 1974).The teachers autonomy, control and professionalism (Hoyle, 1974, Pollard et.al.1994) are no longer beyond dispute both in the classroom and in society as a whole. As a result, the teachers responsibilities are no longer limited to the classroom but range more widely than hitherto. A modern teacher must now acquire a wide range of knowledge and skills to cope with the new demands of their challenging responsibilities. A teacher must therefore develop professionally so that enhanced knowledge and skills from the process of development can be put into practice, both in the classroom and outside, to benefit their pupils. This constitutes as an extended professional.