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Is teaching a profession essay sample

Get downing the essay it may be mentioned that a profession is ever considered as an business that needs wide-ranging preparation and the survey and command and excellence of specialised cognition. and normally has a professional association.

ethical codification and procedure of enfranchisement or licensing. Quoting the illustrations it may be mentioned that illustrations are librarianship. diplomatic negotiations. accounting. technology. jurisprudence.

architecture. air power. medical specialty. societal work.

pharmaceutics. finance. the military. the clergy. nursing.

and others. Professionalism is a new rule of societal organisation which has emerged. based on trained expertness. choice and wages by virtue ( Perkins. 1989 ) . American College Dictionary specifying the profession says that a profession is a “ vocation necessitating cognition of some section of larning or science” .

A professional is one who follows “ an business as a agency of support or addition. ” or one who is “ engaged in one of the erudite professions” . And Professionalism is exhibited by one of the “ professional character. spirit or methods” or the “ standing. pattern.

or methods of a professional as distinguished from an amateur” . Now to the inquiry that whether instruction is a profession or non. some people consider it as a profession and some do non. However. I would steadfastly and in one line statement say that instruction is a profession. How? The undermentioned transitions would clear up.

Although the term ‘ professional’ might at first glimpse seem to be comparatively easy to specify. it is in fact rather complicated. Eliot Freidson spends an full chapter ( 20 pages ) trying to specify the term. He notes for illustration.

that while dictionary definitions. such as those in the Oxford English Dictionary and Webster’s Third New International Dictionary. may be “ socially authoritative” . that is.

utile to people in a society who want some elucidation of what a profession is. they are frequently excessively narrow. He remarks later that specifying professions as businesss with prestigiousness attached to them because of formal cognition is besides unequal because they can besides be businesss that have particular signifiers of protection from competition in capitalist labor markets. Where certain characteristics are absent.

for illustration. professional liberty. statements are put frontward for the being of ‘ semi-professions’ as in the instance of instructors ( Etzioni. 1969 ) . In the terminal. Friedson concludes that there is no manner to specify a profession that is non arbitrary and that in fact the definition is less of import than how people in a society “ determine who is a professional and who is non.

how they `make’ or `accomplish’ professions by their activities. and what the effects are for the manner in which they see themselves and execute their work” . ( Manski. 1987 ) .

Freidson’s analysis is interesting. particularly when he shows how the word can easy be transformed from a really positive significance such as a “ professional job” ( as opposed to an inexpert occupation ) to a really negative one such as a “ professional partygoer” . It can even hold a slightly assorted significance as in the instance of a “ professional athlete” who earns money for his or her athletic art. as opposed to the amateur who performs for the love of the athletics ( Manski. 1987 ) .

Freidson concludes. “ In one context it refers to high prestigiousness or position and in another to low position. . . In one circumstance of usage it implies exalted motivations and moral probity. but in another it implies crass motivations and deceptiveness” .

This semantic ambiguity has made it hard to develop a theory and come to a consensus as to what it means to be a professional ( Nelson. 1991 ) . Still. in malice of this ambiguity it is possible to define at least the general dimensions of a profession. Pulling on work by Cogan.

Larson develops a list of properties that she asserts ; define professions as they exist today. She posits three countries to be of import. The first is the cognitive dimension-that organic structure of cognition which is used by the professionals in their work. every bit good as the preparation necessary to get the hang such cognition. The 2nd dimension is the normative one and includes the service orientation of professionals and the subsequent privilege of self-regulation which is granted to them by society.

The concluding dimension is the appraising one which highlights the professions’ alone sum of liberty and prestigiousness. particularly in relation to other businesss ( NST. 2003 ) .“ To call something a profession is to claim that it has a cognition base in the academic loosely construed” ( Shulman 1998 ) . Teaching does non hold a cognition base. nevertheless.

this does non intend that it is non a profession ; instruction is greater than that. As Shulman ( 1987 ) explains. the key to separate the cognition base of instructors is in the intersection of content and teaching method. in the capacity to transform the content cognition into the signifiers that are didactically different. Therefore. teacher’s cognition is based on their experiences in the schoolroom.

with kids and on their ain practises of contemplation. in order to better their instruction methods. and therefore continually larning from their pupils. In his book. “ Education as a Profession” . Myron Lieberman argued that instruction was non yet a full profession.

nevertheless. he discussed its importance in our mundane lives and argued that it must be considered a profession some twenty-four hours in the hereafter as it is a extremely recognized undertaking in the society. Lieberman besides gave some hope to instructors as he wrote: “ One of the chief grounds for analyzing instruction as a profession is to show that the pedagogues themselves have the power to accomplish certain vocational aims which would materially impact the educational aims and possibilities of the public schools” ( Lieberman. 1956. page 15 ) .

Harmonizing to Lieberman ( 1956 ) . each profession has its ain lurching blocks. and instructors do non needfully hold to come to full understanding about the maps of instruction. they besides need to acknowledge the complexness of the issue and how it poses quandary within the profession. Lieberman suggests that instructors should non presume the duty for developing and implementing ethical criterions within their profession. However.

in the modern times. instruction has become extremely professionalized. Teaching is non something that everyone can make. It is extremely categorized and classified. For case. there is concern instructor and in concern there are excessively many subdivisions and for each subdivision instructor is relevant.

In societal scientific disciplines instructors are different. For each topic there is particular instructor. A individual from literary background can non learn concern. He is suited for literature. In the same manner a individual from the academic background of International Relations can non learn computing machine topics or biological science or medical subjects. What does it implicate? Simply that in the modern times learning has become a profession.

Now see how a learning occupation wagess instructors for general accomplishments that are besides utile outside of learning. Such accomplishments would include interpersonal accomplishments. such as leading. but besides would include more quantifiable accomplishments. such as cognition of mathematics.

scientific discipline. foreign linguistic communications. or English composing. There are well-established rewards for such accomplishments that are mostly set exterior of instruction. If there were merely a traveling pay for math accomplishments.

say. so pick schools and other schools would pay the same ( traveling ) pay for such accomplishments but possibly engage different measures. Now take an illustration. Since 1988.

California has sought to supply intensive acquisition experiences for get downing instructors. Freshman and sophomore instructors need intensive acquisition activities that build on their pre-service readying and lead to womb-to-tomb professional development. The State’s attempts revealed a demand for a common linguistic communication and a new vision of the range and complexness of learning that would enable instructors to specify and develop their pattern. The California Standards for the Teaching Profession address these demands. The Standards are designed to be used by instructors to: • prompt contemplation about pupil acquisition and instruction pattern ; • formulate professional ends to better instruction pattern ; and• usher. proctor and measure the advancement of a teacher’s pattern toward professional ends and professionally-accepted benchmarks.

The Standards reference the diverseness of pupils and instructors in California schools today. and they reflect a holistic. developmental position of instruction ( CSTP. 1997 ) . Professional pedagogues in the State of California are functioning the most diverse population of pupils in the history of instruction.

This diverseness among pupils can greatly enrich and inspire the educational experience. There is a critical demand for instructors who are antiphonal to the diverse cultural. lingual and socioeconomic backgrounds of all pupils. The California Standards for the Teaching Profession back up the creative activity of inclusive schoolrooms in which diverse pupils of changing abilities are engaged and challenged as scholars.

The Standards reflect an outlook that the instruction of diverse pupils is likely to be most productive when instructors use effectual pedagogical rules and patterns in all capable countries ( CSTP. 1997 ) . With so many alterations to the course of study being introduced and teachers’ public presentation being monitored so closely. on-going staff and professional development is really of import necessitating instructors to go to classs of preparation. many of which take topographic point outside of normal school hours.

These classs attended besides indicate and strongly stress that instruction is a profession necessitating instructors to specialise in a peculiar country or subdivision. This helps them to better their accomplishments and execute better in these countries of the course of study.“…The learning profession is a dynamic. exciting.

effectual. fluid. multileveled. influential and passionate profession. Teaching includes schools.

instructors. pupils. course of study. but most significantly larning.

Teaching a pupil allows instructors to interact at the human degree. This interaction. and influence. on a child’s life is more of import than we realize. Therefore instructors must take words and actions carefully. Teaching involves non merely the ‘ conscious curriculum’ based thoughts but the intangible side every bit good.

Teaching is hence an Art Form and a Calling. a baronial profession affecting a passion for larning and a passion for kids as pupils. In order for learning to be productive and successful. this passion for larning must be promoted as womb-to-tomb learning…” ( Oilersrule.

16/04/2004 ) . And in order to accomplish all these patterns above successfully amongst pupils. instructors must be extremely professionalized to supply chances which will enable each kid to develop in their ain manner in the context of society every bit good as offering security so that the kids can work confidently towards the development of their accomplishments in the hereafter. To reason the long in short. it may be mentioned that learning in the modern yearss is non a traditional instruction. it is extremely professional.

Invention and excellence have replaced the traditional construct of learning. presents. MentionsCalifornia Standards for the Teaching Profession. ( CSTP.

1997 ) ADOPTED January 1997Etzioni. A. ( erectile dysfunction ) . 1969. The semi-professions and their administrations: instructors. nurses.

societal workers ( pp. 30 – 64 ) . New York: Free PressFreidson E. 1986.

Professional Powers: a survey of the Institutionalization of Formal Knowledge. Chicago: University of Chicago Press. Lieberman. M 1956.

Education and the professions ( pp. 10 – 35 ) . Englewood Cliffs. New jersey: Prentice-HallManski.

Charles. 1987. “ Academic Ability. Net incomes.

and the Decision to Become a Teacher: Evidence from the National Longitudinal Study of the High School Class of 1972” . In Public Sector Payrolls. erectile dysfunction. David Wise ( pp. 65 – 84 ) .

Chicago: University of Chicago Press. Nelson. Marc S. . 1991. Academic professionals.

Medical Teacher. 0142159X. Dec91. Vol. 13. Issue 4Oilersrule ( 16/04/2004 ) .

Doctrine of Teaching. short but really good! ! Retrieved April 20. 2007 from hypertext transfer protocol: //www. cheathouse.

com/essay/essay_view. php? p_essay_id= 36453Perkins. H. 1989. The rise of the professional society ( pp. 28 – 54 ) .

London: RoutledgeRedefining the instruction profession. New Straits Times ( NST. 2003 ) . ( Malaysia ) . Feb 16.

2003. Shulman. L. S. ( 1987 ) .

Knowledge and instruction: Foundations of the new reform. Harvard Educational Review ( pp. 125 – 136 ) . Shulman. L.

S. ( 1998 ) . Theory. pattern and the instruction of professionals. The simple School Journal ( pp. 511 – 526 ) .

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