PROFESSIONALIZING
PHYSICAL SCIENCE EDUCATION.
Module
5-The professional Science Teacher
Prepared by
SABARISH-P
M.Sc., M.Ed.,
JRF & NET
Assistant
professor in Physical Science, Arafa Institute for Teacher Education, Attur,
Thrissur.
pklsabarish@gmail.com
Profession
The
term 'Profession' stands for an occupation which requires some specialized
study and training, and the purpose of which is generally to provide skilled
services and guidance. A profession is a calling and implies acquisition of a
fond of knowledge, range skills and their application in service of humanity.
They services rendered by a professional may be direct as will the case of
teachers and doctors or indirect as is in the case of teacher educators i.e.
teacher of a teacher. It is a paid occupation, especially one that involves
prolonged training and a formal qualification.
Profession-
Definition
According
to Halliday “a profession is an occupation with a set of competency based on
knowledge acquired through many years of academic training, the goal of its
members being a commitment to service guided by a code of ethics. It requires
formal qualification, mastery of skills, specialized knowledge and prolonged
training.
A
professional is a skilled practitioner.
“Teaching
is a profession laden with risk and responsibility that requires a great deal
from those who enter into it.” --John I. Goodlad
Characteristics of a profession
The
following are the common characteristics of a profession:
1.
It demands possession of a body of
specialised knowledge and extended practical training.
2.
It renders an essential social service.
3.
It demands continuous in service
training of its members.
4.
It has a clearly defined membership of a
particular group with a view to safe- guarding the interests of the profession.
5.
It involves a code of ethics.
6.
It sets up its own professional
organization.
7.
It assures its members a professional
career.
8.
It has a truth and loyalty.
9.
It should have the qualities such as
Honesty, Humbleness, Accountability, self regulation and Integrity.
10. It
must have responsibilities and Social justice.
11. It
demands regularity and punctuality.
Teaching
as a profession
Teaching is a profession. It is
seen as the noblest profession around the world. It is the career that receives
highest respect in the society. Teachers prefer to be identified by their
profession. The points of reason for seeing teaching as a profession are the
following.
1)
Teaching requires a sound body of
knowledge.
2)
It requires special training and
practice.
3)
It is a multi skill activity.
4)
It creates all professionals.
5)
It requires continuous updating of one’s
knowledge.
6)
It emphasizes punctuality and
regularity.
7)
It focuses on character.
8)
It has rigid code of ethics.
9)
It has high status and dignity.
Since teaching being a
profession, teachers are expected to have appropriate professional behavior,
appearance and outlook. The values, commitments, and professional ethics that
influence their behaviours towards students, families, colleagues and communities
must be there in teachers. Teachers affect students learning, motivation and
development. They must have professional growth, guided by the beliefs and
attitudes related to global values such as commitment to the teaching
profession, professional ethics and manners, professional speaking and writing
skills etc. They should not use abusive language, cursing words etc and should
wear suitable dress, make appropriate movements and cause best impression.
Dr. A P J Abdul Kalam,
former president of India has quoted that, “We
request that teachers do two things, first let them think about
developed India in their own ways &
enthuse the students, secondly they should update their own knowledge,
because the student is only as good as
teacher. Let them constantly try to upgrade their skills so that they can
enthuse the children to think big.”
Professionalism in teacher
education is the key factor to improve the quality of education. Teaching is a
noble profession which lays the foundation for preparing the individual for all
other profession.
Code
of Professional Ethics for School Teachers. (as given by NCTE.)
The Code of
Professional Ethics for teachers provides a framework of principles to guide
them in discharging their obligations towards students, parents, colleagues and
community. Increased awareness of the ethical principles governing the teaching
profession is essential to ensure ‘professionalism’ among teachers.
The Code of
Professional Ethics by NCTE for school teachers is an attempt to provide direction and guidance to the teachers
in enhancing the dignity of their professional work.
1.
Obligations towards Students
1.1 Treats all students
with love and affection.
1.2 Respects the value
of being just and impartial to all students irrespective of their caste, creed,
religion, sex, economic status, disability, language and place of birth.
1.3 Facilitates
students’ physical, social, intellectual, emotional, and moral development.
1.4 Respects basic
human dignity of the child in all aspects of school life.
1.5 Makes planned and
systematic efforts to facilitate the child to actualize his/her potential and talent.
1.6 Transacts the
curriculum in conformity with the values enshrined in the Constitution of India.
1.7 Adapts his/her
teaching to the individual needs of students.
2.
Obligations towards Parents, Community and Society
2.1 Establishes a
relationship of trust with parents/guardians in the interest of all round development of students.
2.2 Desists from doing
anything which is derogatory to the respect of the child or his/her parents/guardians.
2.3 Strives to develop
respect for the composite culture of India among students.
2.4 Keeps the country
uppermost in mind, refrains from taking part in such activities as may spread
feelings of hatred or enmity among different communities, religious or
linguistic groups.
3.
Obligations towards the Profession and Colleagues
3.1 Strives for his/her
continuous professional development.
3.2 Creates a culture
that encourages purposeful collaboration and dialogue among colleagues and
stakeholders.
3.3 Takes pride in the
teaching profession and treats other members of the profession with respect and
dignity.
3.4 Refrains from
engaging himself/herself in private tuition or private teaching activity.
3.5 Refrains from
accepting any gift, or favour that might impair or appear to influence
professional decisions or actions.
3.6 Avoids making
derogatory statements about colleagues, especially in the presence of pupils,
other teachers, officials or parents.
3.7 Respects the
professional standing and opinions of his/her colleagues.
3.8 .Maintains
confidentiality of information concerning colleagues and dispenses such
information only when authorized to do so.
Professional
elements (traits) - Teacher competencies listed by NCTE.
According to NCTE the
following capabilities and competencies are essential for a teacher:
1)
Personal
•
Physically fit and healthy.
• Active
and Energetic.
•
Emotionally stable.
• Aware
of self.
•
Socially warm & friendly.
•
Intellectually – love for teaching.
• Have
principles & values.
2)
Professional
• Subject
Specialist with grasp and depth & up to date knowledge about subject.
•
Appropriate teaching skills.
• Ability
to try out innovative methods of teaching.
3)
Social
• Develop
inter personal & interactive skills.
• Be open
to Criticism.
• Achieve
the goals of the institution.
• Working
in collaboration & coordination.
• Be a
leader.
•
Developing rapport and & friendly environment.
Soft
Skills
Soft skills is a sociological term
relating to a person's "EQ" (Emotional Intelligence Quotient), the
cluster of personality traits, social graces, communication, language, personal
habits, friendliness, and optimism that characterize relationships with other
people.
“Soft skills refer to the cluster
of personality traits, social graces, and facility with language, personal
habits, friendliness, and optimism that mark people to varying degrees. Soft
skills complement hard skills, which are the technical requirements of a job.”
(Britannica, 2014).
According to World Health
Organization (WHO) “Soft Skills are nothing but Psychological Skills, which
insists upon accepting the behavior of others along with their culture”.
Fundamental Soft Skills put forth by WHO are: Self- Awareness-Self Esteem;
Critical thinking Skills; Decision Making skills: Problem Solving skills;
Interpersonal Skills; CommunicationSkills; Empathy; Coping with emotions;
Handling peer pressure and Negotiation Skills
Soft skills are very important as
they help:
>>To handle interpersonal
relations
>>To take appropriate
decisions
>>To communicate effectively
>>To have good impression and impact to
gain professional development.
Significance
of soft skills in teaching.
“You
teach who you are.”
Both technical and soft skills
complement each other and the balance between these two is what makes a teacher
a complete professional. Soft skills help a teacher by the following ways
1)
To Communicate Effectively
2)
To become an Organized Teacher.
3)
To Avoid Teacher Burnout
4)
Help to develop Strategies to Become an
Effective Teacher
5)
Helps to Motivate Students
6)
Helps to create Incentive Ideas and Modern
Methods of Teaching, Listening Skills.
7)
Know how to Give Good Feedback for
Others Work
8)
Win people’s cooperation.
9)
Helps in Goal/Target Setting.
10) Helps
to positively deal with criticism.
11) Keep
discussions from turning into arguments.
12) Resolve
Conflict
13) Helps
to know Interpersonal skills / Interpersonal Relations and their Empowerment.
14) Helps
in Objection Handling and Problem Solving
Essential
soft skills required for a teacher.
1)
Communicative
Skill
Ability
to deliver idea clearly, effectively and with confidence either orally or in
writing
Ability
to practice active listening skill and respond.
Ability
to discuss and arrive at conclusion.
Ability
to communicate with individual from a different cultural background.
Ability
to expand one’s own communicative skill.
Ability
to use non-oral Skills.
2)
Team
Work
Ability to build a good rapport, interact and
work
Ability
to give contribution to the planning and deal effectively with others.
Ability
to understand and play the role of oneself and follower alternatively.
Ability
to recognize and respect others Attitude, behavior and beliefs.
Ability
to coordinate group work.
3)
Leadership
skill
Ability
to lead.
Knowledge
of the basic theories of leadership and leadership qualities.
Ability
to understand and take turns as a leader and follower alternatively.
Ability
to supervise members of a group.
4)
Time
management skill
Time
management is the act or process of planning and
exercising conscious control over the amount of time spent on specific activities,
especially to increase effectiveness, efficiency or productivity.
The
major themes on time management include the following:
·
Creating an environment conducive to
effectiveness.
·
Carrying out activity around those
priorities
·
The related process of reduction of time
spent on non-priorities
·
Incentives to modify behavior to ensure
compliance with time-related deadlines.
5)
Event
management skill
Events
management is the process behind planning, executing and evaluating corporate,
association, government social and educational events.
Some of
the key skills involved in event management are:
·
Attention to detail
·
Creativity (not just in
designing the ‘look and feel’ but also in how to get round the inevitable
problems)
·
Planning and rehearsal
(plan, plan, plan…rehearse, rehearse and rehearse)
·
Multitasking
·
Budgeting (delivering
within budget)
·
Team worker
·
Professional
growth of Science teacher.
Ø Teaching, research and extension
Ø Teaching, research and extension go hand in hand -
substantiate
Three
dimensions of Education are namely, Teaching, Research and Extension*. Research
and development is the Backbone of education system. No development is possible
without research. Quality is a base for both research and development. The
quality of any system depends on the quality of research conducted. According
to APJ Abdul Kalam,(2007): “Research brings transformation and development and
also enhances the quality of Education”.
Teaching
research and extension are inseparable. Teaching makes for better Research.
Teaching and research flourish best in combination, they both suffer in
isolation. They are complementary and mutually supporting. They go hand in
hand, helping each other to reach excellence.
Note:
*Extension:
Extension means reaching findings of knowledge, research and new skills to
millions of people. UGC India articulated the idea of extension in 1977. ‘University extension means’ which
incorporates various aspects of work intend and performed by the university
other than the established job of teaching and research, intended not only for
its regular students but for others also.
Professional
organizations of teachers.
Aims and Objectives :
·
To make effort to build the nation by actively encouraging
participation in economic ,social, educational, political , mental and moral
development of teachers .
·
To work for the development of teachers.
·
To work for the improvement of the educational system on the basis
of spirit of cooperation leading to self sufficiency.
·
To foster the spirit of brotherhood and cooperation among all
members of the profession.
·
To improve the working and living conditions of the teachers.
·
To promote the standard of education and reestablish it in the
society.
·
To make aware the teachers in the concerns of their professional
and organizational responsibilities and rights.
·
To safeguard and promote the rights and privileges of
teachers on matters relating to employment service conditions
and create consciousness about duties and responsibilities.
1)
AIPTF (All India Primary Teachers Federation)
2)
Indian Association of Chemistry Teachers or IACT, now known as the Association of Chemistry Teachers or ACT
3)
Indian Association of Physics Teachers or IAPT, now known as the Association of Physics Teachers or
APT
4)
The American Association of Colleges for
Teacher Education (AACTE)
6)
IATE (Indian Association of Teacher
Educators)
7)
Kerala School Teachers Association
(KSTA)
A list of Research Journals in Science.
Scientific
Journals are multidimensional gateways for the exploration of scientific
discoveries and new research in the medical and other Scientifics. These
journals are periodical publications intended to communicate with the
scientific community to further the progress of mankind. Scientific Journals
represent the collaborative efforts of many scientists and scholars from
various disciplines. A list of some research journals in science are
1)
Astronomical Journal
2)
Indian Journal of Scientific
Research(IJSR)
3)
Astronomy and Astrophysics
4)
Astrophysical Journal
5)
Monthly Notices of the Royal
Astronomical Society
6)
Publications of the Astronomical Society
of the Pacific.
A
list of Research Journals in Science education
Some of the important
research journals in Science Education are
1)
Journal of School Science- Official
research journal on science education by NCERT
2)
Cultural Studies of Science Education -
Examines science education as a cultural, cross-age, cross-class, and
cross-disciplinary phenomenon. Springer.
3)
Electronic Journal of Science Education
- Published by Southwestern University.
4)
The Journal of Science Teacher Education
(the official journal of AETS)
5)
School Science and Mathematics, official
journal of the School Science and Mathematics Association (SSMA)
6)
Science Education International,
the official journal of International Council of Associations for Science
Education (ICASE).
7)
International Journal of Environmental
& Science Education - All aspects of environmental, science and technology
education.
8)
International Journal of Science
Education -Research relevant to educational practice, guided by educational
realities in systems, schools, colleges and universities.
9)
Journal of Computers in Mathematics and
Science Teaching - Use of information technology in the teaching of mathematics
and science.
10) Journal
of Science Education and Technology -Publishes a broad range of papers covering
theory and practice in order to facilitate future efforts of individuals and
groups involved in the field.
11) Journal
of Science Teacher Education - Association for Education of Teachers of Science
12) Research
in Science & Technological Education - Psychological, sociological,
economic and organisational aspects of science and technological education, as
well as evaluation studies of curriculum development in these fields
13) Science
Education - Iissues and trends occurring internationally in science curriculum,
instruction, learning, policy and preparation of science teachers with the aim
to advance our knowledge of science education theory and practice.
14) Science
& Education - Research using historical, philosophical, and sociological
approaches in order to improve teaching, learning, and curricula in science and
mathematics.
Ø
Internet
resources and websites for the professional growth of science.
Professional development of science teachers is described
in the National Science
Education Standards:
“ Professional development for teachers should be analogous
to professional development for other professionals. Becoming an effective
science teacher is a continuous process that stretches from preservice
experiences in undergraduate years to the end of a professional career. Science
has a rapidly changing knowledge base and expanding relevance to societal
issues, and teachers will need ongoing opportunities to build their
understanding and ability. Teachers also must have opportunities to develop
understanding of how students with diverse interest, abilities, and experiences
make sense of scientific ideas and what a teacher does to support and guide all
students. And teachers require the opportunity to study and engage in research
on science teaching and learning, and to share with colleagues what they have
learned” . (p. 55)
Internet
Resources
- http://www.nas.edu/rise/backg4a.htm-
The most recommended resource for understanding the professional
development of teachers is summarized in the article The Concerns-Based Adoption Model (CBAM): A Model
for Change in Individuals. This information will help to
develop some understanding of the stages of interest and commitment
through which teachers must progress when learning new teaching strategies
or using new curricula.
- http://www.nap.edu/readingroom/books/nses/html/4.html-
Professional development for teachers is more than training or classes.
The growth of a teacher's skill and understanding is developed through
personal reflection, interactions with colleagues, and mentoring as well.
The Standards for Professional
Development for Teachers of Science describe
professional development as becoming more integrated with what happens in
the classroom and school.
- http://www.wcer.wisc.edu/NISE/Publications/Briefs/NISE_Brief_Vol_1_No_1.pdf-
Recommendations from many sources for high-quality teacher education and
certification have been compiled in Principles of Effective
Professional Development for Mathematics and Science Education: A
Synthesis of Standards NISE
Brief (National Institute for Science Education) Vol. 1, No. 1 - May 1996.
(Adobe Acrobat Reader is needed to view NISE briefs, and produces a very
high quality reprint.)
4.
http://unr.edu/homepage/jcannon/ejsev1n3.html- What professional development do teachers say they want? The
President of the National Science Teachers Association, Joanne Vasquez,
outlined the results of surveys in this March 1997 article in the Electronic Journal of Science Education .
Websites for the
professional growth of science Teachers
Free online courses in teacher education are offered by
some real schools websites.
1)
African
Virtual University
The African Virtual University offers free online
courses, but does not currently offer credit for completed courses. Students
are able to access PDF and Microsoft Word files and completely access modules
through Scribd.
2)
Annenburg
Learner
Annenburg Learner is a free online resource intended
mainly for teachers. Credit is available for those who pay the appropriate
tuition and fees when taking a course. The Learning Classroom examines learning theories, as well as
how people learn and process information. PDF files serve as support materials,
as do videos. Writing assignments are included for those who want to pursue
them, along with online forms provided for the purpose of organizing
information. Class sessions include cognitive processing, metacognition and
multiple intelligences.
3)
Edutopia
Edutopia pulls in outside resources from universities and
websites for users to take advantage of for free on the Edutopia website. Teacher Development: Starter Kit
for Teaching Online is a
resource for teachers who want to learn how to teach online.
4)
PBS
Teachers
Offered on this site provided by the Public Broadcasting
Service, Teaching Evolution is a professional development course
that offers teachers a way to teach evolution in modern society. The class can
also be used as a guide for a professional development workshop.
5)
The
Open University
The Open University offers free, non-academic credit
courses, articles, videos and games.
Moreover
Indian universities like IGNOU, Sikkim manippal University etc is also
providing courses for the professional development of Science teachers.
Ø
Online
Course Requirements
Teachers will find a combination of courses, videos,
seminars and supplemental materials from the following sources listed below.
Some offer academic credit by paying a fee for taking the course or by taking
an exam. Users should make sure that their computers have updated software in
order to gain full access to videos and PDF files..
