Additional expected qualities that create the essentials of professionalism in relation to teaching are a high level of cognitive skills and social capabilities together with experienced personal qualities as stated by Marsh (2008) which include sensitivity, compassion, reflective and innovative thinking and commitment and dedication to the job. This support to facilitate such desired moral qualities as respect, caring, integrity, diligence and open communication as outlined by Groundwater-Smith (2009), the relationship of which is reinforced by Whitton (2009 p.47) in defining professionalism in teaching as being “…dependant of correct standards with the right conduct or practice”.
A teacher today needs to have an ability to relate to and create partnerships not with their students, but also families, administrators and other professionals. This ensures that all persons involved with the education of the student are on the same page. All involved then work in harmony and help each other achieve the common goal of educating the student in the best possible way for the best possible result. (Wesley, 1998, p 80)
It is very important that a teacher embraces adversity, variety ...
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...S., … Killen, R. (2009). Professional Practice in Primary Education. South Melbourne, VIC: Cengage Learning Australia Pty Limited.
Preston, B. (1993). Teacher professionalism: implications for teachers, teacher educators
and democratic schooling. Independent Education 23(4), 4-12
Marsh, C. (2008). Becoming a teacher (4th Ed.). French’s Forest: Pearson. p. 291
Groundwater-Smith, S. et al (2009). Teaching Challenges and Dilemmas (3rd Ed.).
Whitton, D. et al (2009). Learning for Teaching Teaching for Learning (1st Ed.).
Professionalism in Teaching
Ministerial Council on Education, Employment, Training and Youth Affairs. (2003)
A National Framework For Professional Standards For Teaching, November 2003.
Carlton South: Curriculum Corporation
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