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    Teaching in Focus Brief: Teacher Professionalism

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    Raja Norhamizah Raja Norman
    Teacher professionalism is about a teacher's knowledge, autonomy, and membership in peer networks, which leads to more effective teaching. While some systems emphasize supporting teacher knowledge through professional development, others focus on autonomy or peer networks. Practices that support teacher professionalism, such as professional development, decision making, and collaboration, benefit teachers and students, especially in high-needs schools. They result in teachers who are more satisfied, confident, and who value the teaching profession.

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    Teaching in Focus Brief: Teacher Professionalism

    Uploaded by

    Raja Norhamizah Raja Norman
    70 views2 pages
    Teacher professionalism is about a teacher's knowledge, autonomy, and membership in peer networks, which leads to more effective teaching. While some systems emphasize supporting teacher knowledge through professional development, others focus on autonomy or peer networks. Practices that support teacher professionalism, such as professional development, decision making, and collaboration, benefit teachers and students, especially in high-needs schools. They result in teachers who are more satisfied, confident, and who value the teaching profession.

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    professionalism

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    Why Professionalism Matters

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    Teacher professionalism is about a teacher's knowledge, autonomy, and membership in peer networks, which leads to more effective teaching. While some systems emphasize supporting teacher knowledge through professional development, others focus on autonomy or peer networks. Practices that support teacher professionalism, such as professional development, decision making, and collaboration, benefit teachers and students, especially in high-needs schools. They result in teachers who are more satisfied, confident, and who value the teaching profession.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    70 views2 pages

    Teaching in Focus Brief: Teacher Professionalism

    Uploaded by

    Raja Norhamizah Raja Norman
    Teacher professionalism is about a teacher's knowledge, autonomy, and membership in peer networks, which leads to more effective teaching. While some systems emphasize supporting teacher knowledge through professional development, others focus on autonomy or peer networks. Practices that support teacher professionalism, such as professional development, decision making, and collaboration, benefit teachers and students, especially in high-needs schools. They result in teachers who are more satisfied, confident, and who value the teaching profession.

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    WHY PROFESSIONALISM MATTERS?

    If you were to search for the term teacher professionalism on the Internet, you may come
    across websites recommending professional dress code or look for teachers. Although this
    may be of some use to a new teacher, appearance is not what most policy makers, school
    leaders and teachers have in mind when they insist on the need for a quality professional
    teacher force.
    So what exactly do we mean when we talk about teacher professionalism? The
    new Teaching in Focus brief: Teacher professionalism uses results from the Teaching and
    Learning International Survey (TALIS) to show that teacher professionalism is about a
    teachers knowledge, their autonomy and their membership of peer networks. These are the
    key elements that lead to more effective teaching.
    Based on the new OECD report: Supporting teacher professionalism: Evidence from TALIS
    2013, the brief shows that different countries focus on different aspects of teacher
    professionalism. For example, some systems put more emphasis on supporting the teacher
    knowledge base through activities such as incentivising teacher professional development,
    some focus on autonomy through giving more decision making to teachers (e.g. over the
    course offerings or teaching content), and some focus on peer networks through cultivating
    strong networks of teachers.
    These different practices are an important basis for a quality teaching force and they also
    impact on how teachers feel about their work. Teachers are more satisfied and confident,
    and have a higher perception of the value of the teaching profession in society, when there is
    more support for peer networks and development of knowledge base.
    Practices that support strong teacher professionalism are particularly beneficial in schools
    with a high population of socio-economically disadvantaged students, second-learners or
    students with special needs (high needs schools). Teachers in such schools can face many
    challenges that are unfamiliar to teachers in well-performing, low needs schools.
    Unfortunately, practices to support teacher professionalism are, in many countries, less
    frequent in high than in low needs schools. This is a missed opportunity to provide a boost to
    teachers in challenging situations, particularly because the positive relationship between
    teacher professionalism and job satisfaction is amplified in high needs schools.
    The OECD report provides clear recommendations to systems wanting to cultivate teaching,
    and in particular teacher professionalism. To increase teacher professionalism, systems
    should provide induction and mentoring programmes, create incentives for participating in
    professional development, and boost teacher collaboration. By supporting these practices,
    stakeholders can build a teaching force that is more professional, happier and more
    confident. The results will might not be seen in a teachers appearance, but definitely in the
    quality of the teaching and learning.

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