SAE3701
ASSIGNMENT 3 2023
DUE: 17 JULY 2023
,SAE3701 ASSIGNMENT 3
JUNE 2023
Teacher Professionalism and Accountability
INTRODUCTION
Professionalism refers to the ability to demonstrate appropriate behavior that is suitable
for a particular profession. In the case of educators, this entails exhibiting professional
conduct characterized by honesty, integrity, accountability, fairness, the pursuit of
excellence, keeping promises, and respecting and caring for others.
When it comes to the teaching profession, the traditional criteria for assessing
professional status may not fully capture its essence. There is a debate surrounding the
accountability of teachers, whether it should be to a professional organization, the state
(as their employer), their institutions (as managers), or the students and their parents
(as "clients"). Since Shulman's identification of the knowledge base that supports
teachers' work in 1987, there has been a stronger foundation for recognizing teaching
as a professional practice.
Teaching is acknowledged as complex and challenging work, requiring thoughtful
decisions that are both informed by concepts and responsive to the specific context. As
a result, teaching is considered a "semi," "new," or "proto" professional practice in both
research and policy. To be professional, teachers should receive education (not just
training) and intentionally draw on a knowledge base to inform their teaching practices,
rather than simply applying techniques and routines without discrimination. This is
particularly important in the context of an emerging economy that is striving to
overcome a history of inequality.
This essay delves deeper into the concept of professionalism, explores teacher
accountability in detail, and examines the notions of "knowledge expertise" and
"service."
, UNPROFESSIONAL BEHAVIOUR EXPERIENCED IN SCHOOLS
A teacher can demonstrate unprofessional behavior in various ways. Several authors
have highlighted instances of educators behaving unprofessionally, including the
following examples: consistently arriving late, displaying incompetence, engaging in
moral misconduct, disregarding school regulations, persistently neglecting
responsibilities, being inefficient, showing insubordination, failing to maintain classroom
discipline, behaving inappropriately for an educator, engaging in unprofessional
conduct, being convicted of a felony, frequently being absent, being involved in
corruption, providing private tuition, dressing unethically, participating in examination
fraud, and committing sexual misconduct.
Being consistently late for work without a valid reason
When educators arrive late and make learners wait, they are sending a negative
message to students who have made an effort to be punctual. By being late, educators
imply that lateness is acceptable. Being late leads to stress, which, in turn, negatively
impacts students' academic performance. Consistent lateness may cause educators to
rationalize their behavior, shifting blame onto external circumstances and losing sight of
potential solutions. Chronic lateness can become a habit, putting the educator's job at
risk. Furthermore, the educator's finances may suffer because being ten minutes late
each day over the course of a year is equivalent to forfeiting one week's paid vacation.
Using disrespectful names when addressing learners
According to the South African School Act 84 of 1996, every learner has the right to be
protected from maltreatment, neglect, abuse, or degradation. It is essential to take
appropriate social and educational measures to safeguard children from any form of
physical or mental violence, injury, abuse, neglect, maltreatment, or exploitation,
including sexual abuse, while under the care of any person acting in loco parentis.
Abusive educators humiliate learners, which goes against the South African Council of
Educators Act 31 of 2000 and its code of professional ethics.
ASSIGNMENT 3 2023
DUE: 17 JULY 2023
,SAE3701 ASSIGNMENT 3
JUNE 2023
Teacher Professionalism and Accountability
INTRODUCTION
Professionalism refers to the ability to demonstrate appropriate behavior that is suitable
for a particular profession. In the case of educators, this entails exhibiting professional
conduct characterized by honesty, integrity, accountability, fairness, the pursuit of
excellence, keeping promises, and respecting and caring for others.
When it comes to the teaching profession, the traditional criteria for assessing
professional status may not fully capture its essence. There is a debate surrounding the
accountability of teachers, whether it should be to a professional organization, the state
(as their employer), their institutions (as managers), or the students and their parents
(as "clients"). Since Shulman's identification of the knowledge base that supports
teachers' work in 1987, there has been a stronger foundation for recognizing teaching
as a professional practice.
Teaching is acknowledged as complex and challenging work, requiring thoughtful
decisions that are both informed by concepts and responsive to the specific context. As
a result, teaching is considered a "semi," "new," or "proto" professional practice in both
research and policy. To be professional, teachers should receive education (not just
training) and intentionally draw on a knowledge base to inform their teaching practices,
rather than simply applying techniques and routines without discrimination. This is
particularly important in the context of an emerging economy that is striving to
overcome a history of inequality.
This essay delves deeper into the concept of professionalism, explores teacher
accountability in detail, and examines the notions of "knowledge expertise" and
"service."
, UNPROFESSIONAL BEHAVIOUR EXPERIENCED IN SCHOOLS
A teacher can demonstrate unprofessional behavior in various ways. Several authors
have highlighted instances of educators behaving unprofessionally, including the
following examples: consistently arriving late, displaying incompetence, engaging in
moral misconduct, disregarding school regulations, persistently neglecting
responsibilities, being inefficient, showing insubordination, failing to maintain classroom
discipline, behaving inappropriately for an educator, engaging in unprofessional
conduct, being convicted of a felony, frequently being absent, being involved in
corruption, providing private tuition, dressing unethically, participating in examination
fraud, and committing sexual misconduct.
Being consistently late for work without a valid reason
When educators arrive late and make learners wait, they are sending a negative
message to students who have made an effort to be punctual. By being late, educators
imply that lateness is acceptable. Being late leads to stress, which, in turn, negatively
impacts students' academic performance. Consistent lateness may cause educators to
rationalize their behavior, shifting blame onto external circumstances and losing sight of
potential solutions. Chronic lateness can become a habit, putting the educator's job at
risk. Furthermore, the educator's finances may suffer because being ten minutes late
each day over the course of a year is equivalent to forfeiting one week's paid vacation.
Using disrespectful names when addressing learners
According to the South African School Act 84 of 1996, every learner has the right to be
protected from maltreatment, neglect, abuse, or degradation. It is essential to take
appropriate social and educational measures to safeguard children from any form of
physical or mental violence, injury, abuse, neglect, maltreatment, or exploitation,
including sexual abuse, while under the care of any person acting in loco parentis.
Abusive educators humiliate learners, which goes against the South African Council of
Educators Act 31 of 2000 and its code of professional ethics.
