Ethics of the Teaching Profession Part 3 EDUC2021 PDF

Ethics of the Teaching Profession Part 3 EDUC2021  Ethics and their Importance/Relevance: Ethics involve well-founded standard that govern the behavior of a person or group with respect to determine what is acceptable...

Ethics of the Teaching Profession Part 3 EDUC2021  Ethics and their Importance/Relevance: Ethics involve well-founded standard that govern the behavior of a person or group with respect to determine what is acceptable and what is unacceptable. Review of Key Professional ethics guide the behavior of individuals in specific professions, including teaching. Points from Characteristics of Teaching as A Profession: Online Education, training and certification Skills development & professional growth Adherence to a code of ethics Module Ethical Challenges Teachers Face: Teachers frequently navigate complex ethical challenges. Awareness of context and responsibilities is essential for making sound decisions. 4. A Code of Ethics Serves as a framework for addressing ethical dilemmas. Built on objective values such as fairness, integrity and justice. 2 In this lesson, we will: 1 2 3 Explore examples of Discuss the Examine the Codes of Ethics in professional professionalization Teaching from responsibilities and of teaching. Oman and other duties of teachers. countries. 3  Teaching Profession Code of Code Ethics of Ethics for Educators 4  Let’s Take an Example: NEA Code of Ethics for Educators (2020, Sep. 14) Two Principles Commitment Commitment to the to the Student Profession 5  Principle I: Commitment to the Student 6 Principle II: Commitment to the Profession 7  In pairs or small groups, discuss: What do you think of the NAE Personal Code of Ethics? Connection Which part of the NEA Code of Ethics do you find most relevant to your own values? Why? 8 Let’s take another example: New Zealand: The Code of Professional Responsibility (2017) 9 Māori Vocabulary: Te Tiriti o Waitangi: in English, the Treaty of Waitangi, New Zealand's founding document. tangata whenua: used to describe the Maori people of a particular locality, or as a whole as the original inhabitants of New Zealand. 10 Māori Vocabulary: Whanau: an extended family or community of related families who live together in the same area. Aotearoa: the Maori name for New Zealand. 11 Reflection Question 1. 2. 3. 12  The objective is not for you to memorize these codes. You should think about the Remember! ethics of teaching. This will eventually help you understand your teaching duties and responsibilities. 13 Group Activity (30 minutes) Objective: To analyze a Code of Ethics from one of the ones available on Moodle, identify key principles and present key findings to the class. 1. Review the assigned Code of Ethics (hand-out or online file) 2. Identify key principles and/or values. Group Tasks (15 minutes): 3. Describe unique aspects of the code. 4. Discuss how these principles guide teaching practices. Mini-Presentations: 3 minutes per group. 14  Code of Ethics for Educators in Oman? As we’ve seen, codes of ethics vary across countries, reflecting the cultural and social values of each context. In Oman, the Philosophy of Education promotes respect for the country’s cultural heritage as well as Islamic, Arabian and universal values. If we are to create a Code of Ethics for teaching in Oman, what principles should be included? 15 Code of Ethics for the Teaching Profession in Oman ‫ﻢ‬P‫ﻣﻴﺜﺎق أﺧﻼق ﻣﻬﻨﺔ اﻟﺘﻌﻠ‬ In pairs or small groups: Browse through the different articles of the Code available online (by clicking on the Arabic title). 1. What are the main elements or principles outlined in these articles? 2. What values or ethics are emphasized? 16  Objectives of the Code: General Principles: Code of Elevate the teacher's status and enhance their role in Teaching is rooted in Islamic ethics and values. Ethics for society. Teachers are role models the Teaching Instill a sense of dedication to the teaching mission and who uphold integrity, fairness, and dedication. Profession in improve professional competency. Emphasis on fostering inclusivity, equity, and Oman: Encourage teachers to embody the values of their respect for diverse student needs. An Overview profession in thought, action, and behavior. Nurture students' intellectual, moral, and Highlight the teacher's vital emotional growth. role in shaping future generations. 17  Ethics/codes of ethics form the foundation of the teaching profession, guiding educators in their decisions, practices and interactions. Teacher Professional While a Code of Ethics provides a framework, it must be paired with clear Responsibilities professional responsibilities to help teachers with their daily teaching duties. and Duties Q. What do you think are the main professional responsibilities of teachers? 18  SERVE AS ROLE MODELS IN COLLABORATE WITH Main Teacher's BEHAVIOR AND PROFESSIONALISM. COLLEAGUES, PARENTS, AND THE COMMUNITY. Role and Responsibilities STRIVE FOR CONTINUOUS PROMOTE SOUND CITIZENSHIP PROFESSIONAL DEVELOPMENT AND NOBLE VALUES AMONG AND MAINTAIN HIGH STUDENTS. STANDARDS. 19 First, some quick definitions Responsibility: Example: A teacher's most important responsibility is to help her 1. A duty or task that you are required or students. = A teacher's first responsibility is to/toward her expected to do: students. 2. Something that you should do because it is Example: We have a responsibility to protect the environment. morally right, legally required, etc.: 2. The state of having the job or duty of dealing Example: The principal has responsibility for 450 students and a with and taking care of something or someone: staff of 35. Source: https://www.britannica.com/dictionary/responsibility 20  Duty 1. Something that is done as part of a job: Example: If new employees are unable to carry out their duties, they may be fired. 2. Something that you must do because it is morally right or because the law requires it: Example: We felt it was our duty to help. Source: https://www.britannica.com/dictionary/duty So, responsibility and duty can be synonymous in contexts that imply an obligation or a task that must be fulfilled. Example: It is the teacher’s responsibility/duty to ensure the students succeed. 21  What are the specific responsibilities and Question duties of teachers? 22 Teacher Duties And Responsibilities Watch this Video: Teacher Duties And Responsibilities (link) 23 Reflection & Critical Thinking 1. What are the main responsibilities and duties explained in the video? 2. Do these responsibilities apply to all educational contexts? How do cultural, institutional, and societal factors influence the application of responsibilities? 3. Can you identify some examples that might not apply in Omani schools? Why? 4. Reflect on the unique aspects of the Omani educational system, such as cultural values, curriculum design, or school policies. How might they shape a teacher's responsibilities differently than in other contexts? 24 Core Responsibilities of a Teacher 1. Planning involves developing inclusive lesson plans that align with academic standards and cater to diverse student needs and ensure engaging and collaborative learning experience. 2. Providing instruction involves delivering lessons and facilitating learning of knowledge and skills. 3. Evaluating students involves assessing their understanding, participation and progress using a variety of tools to adapt teaching strategies and provide support for effective learning. 4. Organizing classroom setting involves physical arrangement to suit activities and to ensure visibility of board, creating stimulating space with posters and programs, etc., organizing tools and materials, setting up technology and other equipment, managing behavior, ensuring safe learning environment, etc. 5. Collaborating with other staff/colleagues involves designing, updating or refining materials, sharing ideas and teaching strategies, participating in meetings workshops and, etc. 6. Interacting with parents involves conducting meetings to discuss students’ education, communicating through telephone call, messages, etc. about students’ performance, homework, events, etc., addressing parents’ concerns, and encouraging parental involvement in school activities, events, etc. 7. Other administrative tasks involves writing reports, keeping attendance records, scheduling classes, organizing extracurricular activities, etc. 25 Key Teacher Responsibilities for Facilitating Student Learning 1. Structuring and Managing the Learning Environment Structuring the learning environment. Ensuring a safe and inclusive learning environment in the classroom. Maintaining classroom records, cleanliness, and orderliness. Inculcating healthy habits and discipline in children. 2. Communication, Collaboration and Accountability Accepting and sharing instructional accountability. Maintaining regular communication with parents and staff regarding students’ progress. Communicating with parents about students’ progress and development. Assisting and supporting other teaching staff in implementing daily programs. Demonstrating “Withitness” and overlapping1 26 Key Teacher Key Teacher Responsibilities Responsibilities forStudent for Facilitating Facilitating Learning Student Learning 3. Designing and Implementing Effective Instruction Plan, develop, and implement an appropriate curriculum. Design educational activities that promote physical, social, and intellectual growth of students. Enhance learning abilities and good habits in children. Motivating and challenging activities. Facilitating student knowledge acquisition. Clarifying whenever necessary. Questioning thoughtfully. Using periods of silence (for reflection). 27 Key Teacher Responsibilities for Facilitating Student Learning 4. Encouraging Student Growth and Creativity Helping children and students to discover their creativity. Teaching children and students to solve problems independently. Modeling appropriate behaviors. 28 So… All this shows how important teaching is as a profession and the significant role teachers play. But… How does society perceive the teaching profession and teachers? What is the status of teachers? How are teachers viewed in Oman? Why? 29 The Social Status of Teachers and Professionalization Historically, teachers were respected in the community, but societal changes have eroded this status. Teachers generally perceive their profession as having low to moderate social status. Many report a decline in respect and prestige compared to the past, influenced by professional factors (teacher education, career development, lack of decision-making power, employment policies) and non-professional factors (societal and media portrayal & technological impact). Global Variations in Teacher Status: In some countries, e.g., Finland, Taiwan, Japan and South Korea, teaching remains a prestigious with rigorous qualifications and high salaries. In other countries, e.g. Eastern Europe and Africa, teachers face poor status and low salaries, leading to diminished status. Teacher status is influenced by social, cultural and economic factors. This creates challenges for the professionalization of teaching. Adapted from: Hargreaves (2009) & Mutluer & Yüksel (2018) 30  There are two dimensions: Professionalization: is the process of transforming teaching into Professionalization a recognized and respected profession by setting qualifications, standards, and ethical of Teaching guidelines. Teacher professionalization: is the process of improving the status and working conditions of teachers and standing of the teaching profession. 31  Aspect Professionalization Teacher of Teaching Professionalization Scope Broader focus on Narrower focus on the profession. teachers. Emphasis/Goal Align teaching with Enhance teachers’ other recognized status, working Key professions (i.e., societal recognition). conditions and satisfaction. Differences Outcome/Benefit Enhancing the Improving the status public perception of of teachers and teaching as a high- ensuring retention, status, specialized motivation, profession. professional development, better salaries, career progression opportunities, etc. 32  Global Teacher Shortages: By 2030, 44 million additional teachers are needed to meet global education goals (SDG4), particularly in sub-Saharan Africa and Southern Asia. UNESCO The attrition rate of teachers has significantly increased. Many teachers leave the profession within the first five years due to lack of Global Report support, poor working conditions, and low pay. Professionalization of teaching is critical to addressing teacher on Teachers shortages. Teachers need professional autonomy, adequate salaries, and (2023) career progression opportunities to stay motivated and committed. Lifelong learning and continuous professional development are essential to equip teachers with the skills needed to thrive in modern educational environments. Teachers must be empowered to play an active role in policy- making and collaborative educational reforms to improve their working conditions and status. A holistic approach that includes ethical responsibility, professional development, and societal support is necessary to improve the status of the profession and to make it more attractive. 33 Group Discussion What are some ways to improve teacher professionalization? 34  Recommendations for Enhancing Professionalization of Teachers 1. Improve Teacher Autonomy: Allow teachers more freedom in curriculum design and educational decisions. Involve teachers in policymaking to enhance trust and professional status. 2. Focus on Ethics in Teacher Education and Training: Strengthen ethical training during teacher education, emphasizing values like integrity, respect, and responsibility. Encourage a decision-making process that integrates ethical principles with school policies to resolve challenges and dilemmas effectively. 3. Increase Salaries and Career Advancement Opportunities: Offer competitive salaries and career progression paths to attract and retain high-quality candidates. Provide recognition, support and professional rewards that are aligned with the challenges and responsibilities of teaching. Adapted from: Hargreaves (2009); Mutluer & Yüksel (2018) & Al-Ani et al. (2018) 35 End of Lesson 36