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Learning Objective: Describe the major rewards and challenges of teaching.
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Learning Objective: Describe the different characteristics of professionalism, and explain how they relate to teaching.
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WGU FST4 Chapter 01
Introduction to Teaching: Becoming a Professional
| Question | Answer |
|---|---|
| Learning Objective: Describe the major rewards and challenges of teaching. | Rewards can be both intrinsic & extrinsic. Challenges have to deal with the complexity of the classroom and the multiple roles that a teacher performs. |
| Learning Objective: Describe the different characteristics of professionalism, and explain how they relate to teaching. | A specialized body of knowledge Autonomy Emphasis on decision-making and reflection Ethical standards for conduct |
| Learning Objective: Identify the different dimensions of learner diversity, and explain why understanding different teaching and learning environments is important for beginning teachers. | to come |
| Learning Objective: Explain how the current reform movement in education is changing the teaching profession. | to come |
| Intrinsic rewards of teaching | Come from within oneself and are personally satisfying for emotional or intellectual reasons. Can be divided into emotional and intellectual sub-categories. |
| Extrinsic rewards of teaching | Come from outside such as pay, job security, and vacations. |
| Challenging characteristics of the classroom environment. | They are multidimensional, simultaneous, immediate, unpredictable, public. |
| Multidimensional aspect of the classroom | Refers to the multiple roles that the teacher plays in the classroom. Organizer, secretary, educator, nurse, referee, etc. |
| Simultaneous aspect of the classroom | The teacher needs to fulfill multiple roles and meet multiple student needs at the same time. |
| Immediate aspect of the classroom | Decisions must be made with little time for reflection. |
| Unpredictable aspect of the classroom | Often situations cannot be prepared for because they are outside of what can be foreseen to happen. |
| Public aspect of the classroom | Actions within the classroom will be scrutinized by students, parents, board members and then depending on the actions and events the media and the greater public. |
| The three most important roles of a teacher: | Creating productive learning environments, working with parents and other caregivers, collaborating with colleagues. |
| Characteristics of a productive learning environment | Safe - physically and emotionally, inviting, focuses on learning and provides opportunities for personal and social growth. |
| Working with parents and other caregivers | Developing strategies to increase parental involvement in students academic life, encouraging parental mentorship, and active communication strategies. |
| Collaborating with colleagues | Making important decisions about schedule, curriculum, assessment, grading, and teaching strategies. |
| The four most cited reasons to enter teaching | Working with youth, Value to society, Self-growth, & Content interest |
| Characteristics of a profession | A specialized body of knowledge Autonomy Emphasis on decision-making and reflection Ethical standards for conduct |
| What categories of specialized knowledge characterizes the teaching profession? | Knowledge of content Pedagogical content knowledge General pedagogical knowledge Knowledge of learners and learning Knowledge of the profession |
| Autonomy | The capacity to control one's own professional life |
| Things that are barriers to complete autonomy | State prescribed curriculum State prescribed assessment State prescribed Standards District regulations |
| Curriculum | What teachers teach |
| Assessment | How student understanding is measured |
| Standards | Statements specifying what students should know and what skills they should have upon completing an area of study. |
| Technician | A person who uses specific skills to complete well-defined tasks. |
| Decision making | Problem solving in ill defined situations based on professional knowledge. |
| Reflection | The process of teachers' thinking about and analyzing their work to assess its effectiveness. |
| Ethics | Sets of moral standards for acceptable professional behavior. |
| What are some reasons that educators are not considered professionals? | Lack of rigorous training and Lack of autonomy |
| What are the essential characteristics of a profession? | Autonomy A specialized body of knowledge, Decision-making and reflection, Ethical Standards for conduct. |
| What are the primary arguments for teaching being a profession? | The biggest argument would be that it meets most of the standards that define the concept of a profession. |
| What are the primary arguments against teaching being a profession? | Lack of rigorous training and Lack of autonomy seem to undermine the "professionalism". |
| How do the arguments for and against teacher professionalism balance each other? | Areas that support the idea that teaching is not a profession are areas that are controversial (autonomy) or undergoing change (rigorous training). |
| Identify the different dimensions of student diversity. Explain how these dimensions will influence your work as a teacher. | Cultural background, ethnicity, religion, spoken language/language barriers, socioeconomic status, parental level of education, parental occupations, prior school experiences, home life, maturity, sex, preferred learning etc. |
| Why is understanding of different teaching and learning environments important for beginning teachers? | You will need them to meet the needs of a diverse student population. |
| Socioeconomic status | The amount of money students' parents make, their parents' level of education, and the kinds of jobs their parents have. |
| Reforms | Suggested changes in teaching and teacher preparation intended to increase the amount students learn. |
| The modern reform movement started here | in 1983 the National Commission on Excellence in Education published "A Nation at Risk:The Imperative for Educational Reform" |
| What have been two of the most prominent changes in educational reform? | Changes in teacher preparation and high stakes testing. |
| What are some changes in teacher preparation? | Higher standards for admissions into teacher preparation programs, more rigorous courses, higher standards for licensure,expanding prep programs to 5 years, competency testing (Praxis) NCLB continuing education, etc |
| professional portfolio | A collection of representative work materials to document developing knowledge and skills. |
| Digital portfolio | A collection of materials contained in an electronic file that makes the information accessible to potential viewers. |
| INTASC: Standards in Teacher Education | Interstate New Teacher Assessment and Support Consortium - sets rigorous standards for new teachers in areas of planning, instructionand student motivation. |
| 10 INTASC principles around which "core" standards are built | Knowledge of subject, Learning and human development, Adapting instruction, Strategies, Motivation and management, Communication skills, Planning, Assessment, Commitment, Partnership |
| TTK | Tests for Teaching Knowledge assessments linked to INTASCs core principles |
| Accountability | The process of requiring students to demonstrate an understanding of the topics they study as measured by standardized tests, as well as holding educators at all levels accountable for students performance. |
| High-stakes tests | Assessments that states and districts use to determine whether students will advance from one grade to another, graduate from high school, or have access to specific fields of study. |
| What are the advantages and disadvantages of high-stakes testing? | Advantages: accountability and competency Disadvantages: narrowed curriculum, teaching to the test, poor teaching methods, high-pressure on students |
| What types of students are most adversely affected by high-stakes testing? | minority, disadvantaged students, the most vulnerable students |
| What can schools do to minimize the negative effects of high-stakes testing? | Good question! Try not to narrow the curriculum, teach life skills in addition to learning to test well. Help students overcome test anxiety. |
| KERA 1989 Kentucky Education Reform Act - | Established curriculum guides, assessment and accountability systems, ungraded primary, extended school services for students placed at risk, school based decision-making, pre-school program for children PAR Family centers |
| How is the current reform movement in education changing the teaching profession? | Assessments, assessments, & more assessments; decision-making at a political level that often does not allow the individual educator autonomy. |
| Describe the major changes in teacher preparation that have resulted from the reform movement in education. | Praxis, better ed courses, longer training periods, accountability, and stricter licensing |
| What is INTASC? How has it influenced teacher preparation? | Interstate New Teacher Assessment and Support Consortium created in 1987 helps states develop better teachers. |
Created by:
MicahS