Professional Development in ECE PDF

Professional development In Early Childhood Education Course Outline: Professional Development in Early Childhood Education Module 1: Concepts of Professionalism Teaching and Professionalism Teaching in the Context of Professionalism Professionalism: T...

Professional development In Early Childhood Education Course Outline: Professional Development in Early Childhood Education Module 1: Concepts of Professionalism Teaching and Professionalism Teaching in the Context of Professionalism Professionalism: The Concept and Perspectives Module 2: Professionalization of Teaching Profession in Nigeria History of Teachers’ Professional Development Programmes in Nigeria Nigerian Union of Teachers’ Code of Professional Ethics Module 3: Professionalism in Early Childhood Education Early Childhood Education as a Profession The Role of Early Childhood Caregivers Module 4: Professionalism in Early Childhood Education Professionalism in Early Childhood Education Professional Caregiver/Teacher preparation programmes in Nigeria Pre-service education for early childhood caregivers/teachers In-service training for caregivers/teachers Code of Ethical Conduct Module 5: Professional Standards for Nigerian Teachers Professional Standards for Nigerian Teachers Responsibilities of TRCN (Teachers Registration Council of Nigeria) The programmes of TRCN Module 6: Factors Militating Against Teaching Profession Professional Training, Social Class, and Academic Background of Entrants Module 7: Self-Assessment and Goal Setting Assessing Current Skills and Strengths Setting SMART Goals for Professional Development Module 8: Effective Communication and Collaboration Enhancing Communication Skills Verbal, non-verbal, and written communication Building Rapport and Fostering Positive Relationships Module 9: Leadership Development Understanding Leadership Styles and Their Impact Strategies for Effective Team Leadership and Motivation Module 10: Problem-Solving and Decision-Making Critical Thinking and Problem-Solving Techniques Decision-Making Frameworks and Ethical Considerations Module 11: Time Management and Productivity Techniques for Prioritizing Tasks and Managing Time Stress Management and Enhancing Productivity Module 12: Professional Ethics and Integrity Ethical Principles and Their Application in Professional Settings Addressing Ethical Dilemmas and Making Ethical Decisions Module 13: Career Planning and Networking Developing a Career Plan and Setting Career Goals Building Professional Networks and Leveraging Connections Module 14: Continuous Learning and Adaptability Cultivating a Growth Mindset and Commitment to Lifelong Learning Adapting to Changes in the Workplace and Industry Trends  Module One Concepts of Professionalism Study Session 1 Teaching and Professionalism Introduction Teachers are amongst the key guardians of education and schooling systems. Teachers need to innovate, to be able to support children and young people's learning. In this study session, some of the concepts and perspectives of professionalism are examined with a view to providing a foundation for the various issues associated with professionalism in teaching. Learning Outcomes for Study Session 1 When you have studied this session, you should be able to: 1.1 explain Professionalism in the Context of Teaching 1.2 define the terms “Profession” and “Professionalism” 1.3 discuss the concepts and perspectives of “Professionalism” 1.4 discuss the attributes of “Professionalism” 1.1 Teaching in the Context of Professionalism Teachers are the driving force for educational improvement and development, particularly at a time when the education system faces so many challenges and conflicting pressures. The interaction between teacher and learner is one of the most significant factors in the ability of education systems to fulfill this role. The quality of teacher development is therefore a crucial issue in maintaining the quality and relevance of education systems. Teachers need to innovate, to be able to support children and young people's learning through an ever-changing society. That innovation is driven by a professionalism based on critical and effective self-reflection, professional autonomy and respect for the role. The role of teachers is undergoing redefinition and teachers will need effective pre-service training, continuing 1 opportunities for skill upgrading through professional development, increased professional status, and career and promotion opportunities. The quality of teaching is governed enthusiasm, dedication and commitment in teaching. The members of a profession interact during their training, in their places of employment, within their professional associations and also informally. The professional culture, serves as a source of unity. 1.2 Professionalism: The Concept and Perspectives Professionalism has always remained a subject of interest among scholars. While, it may be appear simple to describe (for the purpose of this lecture,) profession as an occupation group or the body of people in a learned occupation, and professionalism as knowledge of laws, regulations and policies that impact professional conduct, the divergent views on the concepts are not that simple. The main approach then focused on establishing the features that an occupation should have in order to be termed a profession. A typical list, at this point, included such items as:  the use of skills based on theoretical knowledge  education and training in those skills certified by examination  a code of professional conduct oriented towards the ‘public good’  a powerful professional organisation (Millerson, 1964). These lists reflect the nature of established professions such as medicine and law, while occupations that did not entirely meet such criteria were given the title ‘quasi-’ or ‘semi-professions’. Moving to ‘full’ professional status was seen as part of an aspiring occupation’s ‘professional project’ and this has applied to the strategy of teachers in many countries. 1.3 Attributes of Professionalism Over time, various attributes have been used to describe professionalism. Goode (1957) suggests the following criteria to determine a profession: members of the profession clearly identify with it; few members leave the profession and most remain for their entire careers; members share values in 2 common; and members’ role definitions are standardized. The profession has power over its members, its boundaries are social and not geographical and it reproduces itself through its recruitment and training procedures (Goode, 1957). Stonehouse, (1995), Feeney (1995) and Katz (1995) describe a profession in the light of the following attributes:  Professionals possess specialised knowledge  They have rigorous requirement for entry into professional training and training is delivered in accredited institutions  Members have agreed upon standards of practice that guide their efforts to carry out their duties.  A profession has a commitment to meeting a significant societal need  Professionals are service-oriented rather than profit oriented.  They provide indispensable service and are recognised as the only group in society who can perform its function  A profession has a code of ethics that spell out its obligations to society. Most professionals are employed, or at least regulated, by governments, with professional status typically dependent on the sort of bargain an occupation with its ‘professional mandate’. The nature of teachers’ professional mandate has become a key policy issue for governments in many countries, sometimes as part of a broader attempt to redefine professionalism, especially in the public sector, and sometimes as a specific aspect of education reform. Summary of Study Session 1 In Study Session 1, you have learnt that: 3 1. Teachers are amongst the key guardians of education and schooling systems. 2. Profession refers to an occupation group or the body of people in a learned occupation. Professionalism refers to knowledge of laws, regulations and policies that impact professional conduct. 3. The criteria to determine a profession include: possession of specialised knowledge; rigorous requirement for entry into the profession; training is delivered in accredited institutions; standards of practice mutually agreed upon; and, commitment to meeting a significant societal need. Self-Assessment Questions (SAQs) for Study Session 1 Now that you have completed this study session, you can assess how well you have achieved its Learning Outcomes by answering the following questions. Write your answers in your Study Diary and discuss them with your Tutor at the next Study Support Meeting. SAQ 1.1 (tests Learning Outcome 1.1) Explain Professionalism in the Context of Teaching SAQ 1.2 (tests Learning Outcome 1.2) Define the terms “Profession” and “Professionalism” SAQ 1.3 (tests Learning Outcome 1.3) Discuss the concepts and perspectives of “Professionalism” SAQ 1.4 (tests Learning Outcome 1.4) Discuss the attributes of “Professionalism” 4  Module Two Professionalization of Teaching Profession in Nigeria Study Session 2 Professionalization of Teaching Profession in Nigeria Introduction Professionalization of teaching in Nigeria has a fairly long history. In this study session, the emergence of professionalism in teaching; the history of professional development of teachers in Nigeria; and, the Nigerian Union of Teachers’ Code of Professional Ethics are examined. Learning Outcomes for Study Session 2 When you have studied this session, you should be able to: 2.1 trace the history of Teachers’ professional development programmes in Nigeria 2.2 enumerate the Nigerian Union of Teachers’ Code of Professional Ethics 2.1 History of Teachers’ Professional Development Programmes in Nigeria As reported by Fafunwa (1974), the first teacher – training college was established by the church missionary society (C.M.S.) in Abeokuta in1859, and was known as ―the training institution. It moved to Lagos in 1869 and in 1896 to Oyo to become St. Andrew‘s college, Oyo. The Baptist mission also founded the Baptist training college at Ogbomosho in 1897. The Wesleyan Methodist missionary society opened an institution for the training of catechists and teachers in Ibadan in 1905 with four pupils. By 1918, the number had risen to twenty and the institution became known as Wesley College, Ibadan. In 1892, hope Waddell (training) institute was opened with a 5 dual purpose: (i) to train young school leavers in various trades and (ii) to train teachers and preachers. In the northern part of Nigeria, the training of teachers started with the establishment of the Nassarawa School by the government of that region in 1909. By 1948, the total number of teacher training colleges assisted by the government had risen to fifty-three with a student-teacher population of 3,026. In 1932, the Yaba Higher College started a three-year course for teachers. When the college was merged with university college, Ibadan, twenty-one of the transferred students were in education. The University of Ibadan, in order to train untrained graduate teachers, embarked on one-year course for graduates leading to a diploma in education in 1 957-8 session. In 1961 it started a one-year associate-ship course for selected grade II teachers who would take over the headship of primary schools after the successful completion of their study. All the stated effort above is geared towards making teaching a profession. The report of the Ashby commission (set up in 1959) proposed a bold plan for university programmes in teacher- education. 2.2 Nigerian Union of Teachers’ Code of Professional Ethics In 1969, the Nigerian Union of Teachers (NUT) formulated professional code of ethics for Nigerian teaching profession. The main purpose of the ethics is to regulate the behaviour of teachers. The teaching profession code of ethics consists of the rules of conduct. The code of ethics can be divided into five major principles or areas outlining the teachers’ commitments to students, parents, community, employer and to the profession. In the preamble to the code of ethics, NUT emphasised as follows: We members of the Nigerian Union of Teachers believe that whoever is teaching as career assumes the obligation to conduct himself in accordance with the ideal of the profession. As a guide for the teaching profession, we members of the NUT have adopted this code of 6  professional ethics and since all those engaged in education in Nigeria should be members of a united professional body, the basic rules of Conduct and regulation enumerated herein shall apply to all persons en-aged in the profession at the primary, secondary and college levels. The five major principles are enumerated as follows: The first principle is the commitment to the student. The second principle is the commitment to parents. The third principle is commitment to the community. The fourth principle is commitment to the employer. For the purpose of fulfilling our obligation to our students the State and our nation, employ — employee relationship should be so regulated The fifth principle is commitment to the profession. Summary of Study Session 2 In Study Session 1, you have learnt that: 1. The first teacher – training college was established by the church missionary society (C.M.S.) in Abeokuta in1859, and was known as ―the training institution. In the northern part of Nigeria, the training of teachers started with the establishment of the Nassarawa School by the government of that region in 1909. 2. The five major principles are enumerated as follows: a. Commitment to the student. b. Commitment to parents. c. Commitment to the community. d. Commitment to the employer. e. Commitment to the profession. Self-Assessment Questions (SAQs) for Study Session 2 7  Now that you have completed this study session, you can assess how well you have achieved its Learning Outcomes by answering the following questions. Write your answers in your Study Diary and discuss them with your Tutor at the next Study Support Meeting. SAQ 2.1 (tests Learning Outcome 2.1) Trace the history of Teachers’ professional development programmes in Nigeria SAQ 2.2 (tests Learning Outcome 2.2) Enumerate the Nigerian Union of Teachers’ Code of Professional Ethics Module Three Professionalism in Early Childhood Education Study Session 3 Professionalism in Early Childhood Education Introduction The role of early childhood teachers is undergoing re-definition: as proponents of societal growth through the education of young people, there is the need to educate practicing and intending early childhood teachers on the ethics of their profession. In this study session, we shall be focusing on early childhood education as an emerging profession, and the value of early childhood caregivers/teachers. Learning Outcomes for Study Session 3 When you have studied this session, you should be able to: 3.1 discuss Early Childhood Education as an “emerging” profession 3.2 discuss the role of the early childhood caregivers/teachers 3.1 Early Childhood Education as a Profession 8 As far as Nigeria is concerned, Early Childhood Education is an emerging profession. Professionalising Early Childhood Education demands that the active and the prospective practitioners do not view it as one stepping stone or short-term job for any certificate holder In early childhood education, professionalism involves the use of professional knowledge and skills in maintaining, extending and improving services to children and their families. The field of early childhood education is making strides as a result of the holistic scope of early child care development and education. The process of providing stimulating learning environments is, a whole gamut of efforts and activities carried out under the care and the guidance of caregivers with dedicated knowledge, experience and expertise (Ige 2011). 3.2 The role of the early childhood caregivers The role of the early childhood teachers/caregivers is central to the attainment of the goals of the early childhood education. Care giving entails deep emotional involvement in the rearing and socialization of a young child to provide the food, healthcare, stimulation and emotional support necessary for children’s healthy survival, growth and development. Early caregiver-child interaction plays a profound role in the holistic development of the child. The quality of psychosocial care provided the young child is reflected in the caregiver’s responsiveness, warmth and affection, involvement with the child, and encouragement of autonomy and exploration (Osanyin, 2004). However, as noted by Ige (2011) care-giving is a professional involvement process that includes the training, attitudes, values, and practices of preschool teachers in raising young children. The strategic role the caregivers play in fostering growth and development makes it imperative that all those who teach young children should possess a broad synthesis of knowledge and factors that influence learning. In Nigeria, the growing awareness of the importance of children’s holistic development, fostered through the provision of stimulating early childhood learning environment, has necessitated policy commitments towards raising 9 the awareness level of the early child care development and education (ECCDE) caregivers (Ige, 2013). In this regard, it is significant that the Universal Basic Education (1999) Blueprint recognizes staff development of early childhood personnel through formal and non-formal approaches. The policy advocates strengthening the proficiency of early childhood education personnel through training and re-training for the early detection of disabilities or special talents in children and developing appropriate responses to their developmental needs (FME, 1999). The capacity building programmes have been organised for the caregivers by the various State Universal Basic Education Boards (SUBEBs). The goal of the capacity-building programme, basically, is to equip the early childhood caregivers with skills, knowledge, and attitudes to enable them meet the needs for holistic development of the child. The programme’s objectives include:  To familiarize the ECD caregivers with modern trends and practices in early childhood development;  To equip the caregivers with skills, knowledge and attitudes to enable them meet the needs of holistic development of the child; and  To enhance the caregivers’ knowledge, understanding and practical skills in handling children using play- based approaches. In essence, these capacity-building programmes seek to build the capacity of early childhood personnel through training so as to provide quality, viable and sustainable early child care development and education services. Summary of Study Session 3 In Study Session 3, you have learnt that: 1. Early Childhood Education is an emerging profession in Nigeria. 2. Professionalising Early Childhood Education demands that the active and the prospective practitioners do not view it as one stepping stone or short-term job. 10  3. Professionalism is knowledge of laws, regulations and policies that impact professional conduct. In early childhood education, professionalism involves the use of professional knowledge and skills in maintaining, extending and improving services to children and their families. 4. A good early childhood teacher is one who has inner security, self- awareness, integrity, theoretical ground and general knowledge with emphasis on environmental science, community and young children’s books, warmth and respect for the child. 5. Early caregiver-child interaction plays a profound role in the holistic development of the child. The quality of psychosocial care provided the young child is reflected in the caregiver’s responsiveness, warmth and affection, involvement with the child, and encouragement of autonomy and exploration Self-Assessment Questions (SAQs) for Study Session 3 Now that you have completed this study session, you can assess how well you have achieved its Learning Outcomes by answering the following questions. Write your answers in your Study Diary and discuss them with your Tutor at the next Study Support Meeting. SAQ 3.1 (tests Learning Outcome 3.1) Discuss Early Childhood Education as an “emerging” profession SAQ 3.2 (tests Learning Outcome 3.2) Discuss the role of the early childhood caregivers/teachers 11  Module Four Professionalism in Early Childhood Education Study Session 4 Professionalism in Early Childhood Education Introduction Teacher preparation programme is given a prime place in Nigeria education policy in recognition that “no education system may rise above the quality of its teachers”. Teaching is a profession that is essentially intellectual and therefore requires professional preparation and stresses in-service growth. In this study session, we shall be focusing on professional Caregiver/Teacher preparation programmes in Nigeria; the pre-service education for early childhood education caregivers/teachers and the Code of Ethical Conduct for early childhood practitioners in Nigeria. Learning Outcomes for Study Session 4 When you have studied this session, you should be able to: 4.1 discuss professional caregiver/teacher preparation programmes in Nigeria 4.2 discuss the Code of Ethical Conduct for early childhood practitioners in Nigeria 4.1 Professional Caregiver/Teacher preparation programmes in Nigeria It is widely acknowledged that many of our early childhood classrooms and settings in Nigeria are staffed with unqualified people. Many of them have 12 only Secondary school certificates, some with Diploma certificate and some even have Nigeria Certificate in Education (NCE) not in the area of early childhood education. The National Policy on Education (2004) stipulates that the minimum qualification for entry into the teaching profession should be NCE. Government also states that it shall continue to give major emphasis to early childhood education in all educational planning and development to teacher preparation. The policy emphasises that all teachers shall be professionally trained. 4.1.1The pre-service education for early childhood education caregivers/teachers The term “pre-service” refers to the time prior to earning the teaching certificate. Pre-service education occurs primarily at the NCE or undergraduate level. Colleges of Education and Universities differ a good deal in the kind of preparation they require of prospective teachers. The NCE entry requirement is usually lower than that of the university. The duration is usually between three and four years. 4.1.2 The in-service education for early childhood education caregivers/teachers In-service education refers to the education one gets after one has begun regular teaching. This is one of the ways of raising standards of teachers in Nigeria. The services are offered by the same approved institutions offering pre-service professional training in education. The institutions include: - National Teachers Institute (NTI) - Colleges of Education - Institute of Education - Faculties of Education and - Other recognised foreign countries with recognised education training. 4.2 Code of Ethical Conduct Code of ethical conduct offers guidelines for responsible behaviour and set forth a common basis for resolving the principal ethical dilemmas in early 13 childhood education. The code sets forth a framework of professional responsibilities in four sections. Each section addresses an area of professional relationship with: 1. Children 2. Families 3. Colleagues ( Caregiver, Teachers, Administrators, Non-teaching etc) 4. Community/Society 4.2.1 Ethical Responsibility to Children Childhood stage of development is a unique and valuable stage in the human life cycle, our responsibility is to provide care and education in settings that are safe, healthy, nurturing and responsive to each child. 4.2.2 Ethical Responsibility to Families Families- parents and other adults with responsibility of being involved in educating, nurturing and advocating for the child are primary importance in children’s development. 4.2.3 Ethical Responsibility to Colleagues These ethical responsibilities are to co-workers, employers and employees. In a caring, cooperative workplace, human dignity is respected, professional satisfaction is promoted and positive relationships are developed and sustained. 4.2.4 Ethical Responsibilities to Community and Society Early childhood education operates within the context of their immediate community made up of families and other institutions (church, mosque, social groups etc.) concerned with children’s well-being. Summary of Study Session 4 In Study Session 4, you have learnt that: 1. Teacher education programme is structured to equip teachers with knowledge and skills requisite for the effective performance of their duties. 14  2. The teacher preparation programme in Nigeria is in two modes: the pre-service education programme and the in-service programme. 3. Pre-service education refers to the education received prior to earning the teaching certificate. Pre-service education occurs primarily at the NCE or undergraduate level. Colleges of Education and Universities differ a good deal in the kind of preparation they require of prospective teachers. 4. In-service education refers to the education one gets after one has begun regular teaching. The in-service training provides on-the –job or sandwich training for those individuals who requires new skills and academic qualification and upgrading. 5. Approved institutions offering pre-service professional training in education include: National Teachers Institute (NTI), Colleges of Education, Institute of Education, and Faculties of Education. 6. Code of ethical conduct offers guidelines for responsible behaviour and set forth a common basis for resolving the principal ethical dilemmas in early childhood education. 7. The primary focus of the code is on daily practice with the children and their families in early childhood settings. 8. Although there is no document specifically for this in Nigeria yet but the code for this level of education drives from the Professional Standards for Nigerian Teachers designed by Teachers Registration Council of Nigeria (TRC). 9. The code sets forth a framework of professional responsibilities in four sections, each addressing an area of professional relationship with: children, families, colleagues, and community/society Self-Assessment Questions (SAQs) for Study Session 4 Now that you have completed this study session, you can assess how well you have achieved its Learning Outcomes by answering the following 15 questions. Write your answers in your Study Diary and discuss them with your Tutor at the next Study Support Meeting. SAQ 4.1 (tests Learning Outcome 4.1) 4.1 Discuss professional caregiver/teacher preparation programmes in Nigeria SAQ 4.2 (tests Learning Outcome 4.1) 4.2 Discuss the Code of Ethical Conduct for early childhood practitioners in Nigeria Module Five Professional Standards for Nigerian Teachers Study Session 5 Professional Standards for Nigerian Teachers Introduction We have noted in the last study session that the teaching profession is essentially intellectual and therefore requires professional preparation and stresses in-service growth. In this study session, we shall be examining teaching as a profession in Nigeria and all the features of professionalism it shares with other professions. Learning Outcomes for Study Session 5 When you have studied this session, you should be able to: 5.1 discuss professional standards for Nigerian Teachers 5.2 enumerate the responsibilities of TRCN 5.3 highlight the programmes of TRCN 5.4 enumerate the rights and privileges of registered teachers in Nigeria 5.5 discuss the mode of registration for teachers in Nigeria 5.6 discuss the Acts that constitute professional misconduct for teachers in Nigeria 5.7 discuss the discipline of teachers in Nigeria. 5.1 Professional Standards for Nigerian Teachers Teaching as a profession in Nigeria shares most, if not all, of the features of professionalism associated with other professions such as law and medicine. One of such features is the professional standards for Nigerian teachers. The standards clearly define the attributes of professionals must exhibit. Professional standards refer to a minimum set of knowledge, skills, values, 16 attitude, conduct, rights, privileges and obligations expected of a professional. The National Assembly of the Federal Republic of Nigeria enacted the law TRCN Act 31 of 1993 to regulate and control the teaching profession in all aspects and ramifications. TRCN therefore set up the national minimum academic benchmarks for various Teacher Education Programmes in Nigeria. The law that established TRCN was enacted by the National Assembly in 1993. The mission of TRCN is to assure teacher excellence and professionalism among teachers at all levels of education system through effective registration and licensing of teachers; accreditation, monitoring and supervision of teacher education programmes; promotion of continuing professional development; maintenance of discipline and leading the overall renaissance of the teaching profession in Nigeria (TRCN, 2010). 5.2 Responsibilities of TRCN TRCN is charged with the following responsibilities:  Determining who teachers are for the purpose of this Act.  Determining what standards of knowledge and skills are to be attained by persons seeking to become registered as teachers under this Act.  Securing in accordance with the provisions of this Act the establishment and maintenance of a register of teachers and the publication from time to time of the lists of those persons.  Regulating and controlling the teaching profession in all its aspects and ramifications.  Classifying from time to time members of the teaching profession according to their level of training and qualification.  Performing through the council established under this Act the functions conferred on it by this Act (TRCN, 2010). 5.3 The programmes of TRCN include the following:  Registration and licensing of qualified teachers  Accreditation, monitoring and supervision of the courses and programmes of teacher training institutions in Nigeria. 17   Organisation of internship schemes and induction programmes for fresh education graduates.  Conduct of professional examinations and interview to determine teachers that are suitable for registration.  Establishment of national minimum standards for and execution of mandatory continuing professional development.  Organisation of annual conference for registered teachers.  Publication of a register of qualified and licensed teachers in Nigeria.  Enforcement of professional ethics among teachers.  Prosecution in the law court of unqualified persons performing the job of teachers.  Acting as the voice of the voiceless teachers (TRCN, 2010). 5.4 Rights and Privileges of Registered teachers in Nigeria The document states that registered teachers in Nigeria shall enjoy the following rights and privileges:  Legal status as teachers.  Freedom to add certain designations before or after their names a maybe determined by TRCN for the identification of registered teachers in Nigeria.  Freedom to impart their professional skills, knowledge and values within the education system subject to regulation by TRCN  Participation in all TRCN activities that are open to members.  Letters of credence from TRCN when required by foreign Teaching Council or other relevant bodies around the world.  Professional salary scales, allowances and other benefits that may be secured by TRCN for registered teachers. 5.5 Mode of Registration Applicants, usually qualified teachers, are expected to fill registration form which they can pick up from any of the following centres- state ministry of education, state universal basic education board, state teaching service board or selected tertiary institutions. Applicants are 18  required to pay the appropriate registration fees and provide the necessary documents with the registration form After processing the application, qualified candidates would be issued with certificate of registration, identity card with expiring date, TRCN Act and Teachers’ Handbook. 5.6 Acts of professional misconduct Any act or behaviours by a professional that violates or goes contrary to the professional code of ethics is considered a professional misconduct. They are:  Indecent dealing with a person who he knows to be a pupil/student of a school.  Conduct prejudicial to the maintenance al good order and discipline in an institution.  Conduct in respect of the staff or pupils of an institution, which is disgraceful or dishonourable.  Engaging in political activities which will affect the performance Other areas of misconduct are:  Misappropriation of school funds including teachers’ salaries, tuition and boarding fees, and monies that should accrue to the Government Treasury or the School;  Dishonest conduct in relation to examinations, for example, leakage of examinations papers and other forms of malpractice;  Suppression or falsification of school records or statistics;  Engaging in commercial activity of trade including hawking of wares during school hours. 5.7 Discipline of teachers Depending on the nature and gravity of the professional misconduct, certain punishments can be administered on the offender either by the School Management Board in the case of Principal/Headmaster, and by the 19 Principal/Headmaster in case of teachers. Such punishment shall range from caution to dismissal. The status of teachers as a developing profession is becoming evident in Nigeria. Summary of Study Session 5 In Study Session 5, you have learnt that: 1. Teaching as a profession in Nigeria shares most, if not all of the features of professionalism associated with other professions such as law and medicine. One of such features is the professional standards for Nigerian teachers. 2. The responsibilities of TRCN include: determining who teachers are for the purpose of this Act; determining what standards of knowledge and skills are to be attained by persons seeking to become registered as teachers under this Act; and, regulating and controlling the teaching profession in all its aspects and ramifications. 3. The programmes of TRCN include: registration and licensing of qualified teachers; accreditation, monitoring and supervision of the courses and programmes of teacher training institutions in Nigeria; and, enforcement of professional ethics among teachers. 4. The document states that registered teachers in Nigeria shall enjoy rights and privileges that include: legal status as teachers; freedom to impart their professional skills, knowledge and values within the education system subject to regulation by TRCN; and, professional salary scales, allowances and other benefits that may be secured by TRCN for registered teachers. 5. Applicants for registration, usually qualified teachers, are required to pay the appropriate registration fees and provide relevant documents with the registration form. After processing the application, qualified candidates would be issued with certificate of registration, identity card with expiring date, TRCN Act and Teachers’ Handbook. 20  6. Any act or behaviour by a professional that violates or goes contrary to the professional code of ethics is considered a professional misconduct. It includes indecent dealing with a person who he knows to be a pupil/student of a school; conduct prejudicial to the maintenance al good order and discipline in an institution; and, engaging in political activities which will affect the performance 7. Depending on the nature and gravity of the professional misconduct, certain punishments can be administered on the offender either by the School Management Board in the case of Principal/Headmaster, and by the Principal/Headmaster in case of teachers. Self-Assessment Questions (SAQs) for Study Session 5 Now that you have completed this study session, you can assess how well you have achieved its Learning Outcomes by answering the following questions. Write your answers in your Study Diary and discuss them with your Tutor at the next Study Support Meeting. SAQ 5.1 (tests Learning Outcome 5.1) Discuss professional standards for Nigerian Teachers SAQ 5.2 (tests Learning Outcome 5.2) Enumerate the responsibilities of TRCN SAQ 5.3 (tests Learning Outcome 5.3) Highlight the programmes of TRCN SAQ 5.4 (tests Learning Outcome 5.4) Enumerate the rights and privileges of registered teachers in Nigeria SAQ 5.5 (tests Learning Outcome 5.5) Discuss the mode of registration for teachers in Nigeria SAQ 5.6 (tests Learning Outcome 5.6) Discuss the acts that constitute professional misconduct for teachers in Nigeria SAQ 5.7 (tests Learning Outcome 5.1) Discuss the discipline of teachers in Nigeria 21  Module Six Factors Militating Against Teaching Profession Study Session 6 Factors Militating Against Teaching Profession Introduction There is no doubt that teaching profession meets the more widely accepted criteria of a profession. It is however pertinent to note that there are subverting factors that restrains the advancement of teaching profession. In this study session, we shall be discussing some of the factors militating against teaching profession in Nigeria. Learning Outcomes for Study Session 6 When you have studied this session, you should be able to: 6.1 explain why professional training, social class and academic background of entrants can affect teaching profession. 6.2 discuss Size and Self-Regulation as factors militating against teaching profession 6.3 explain how the work environment and remuneration can affect teaching profession 6.4 discuss the problem of gender balance in the teaching profession 6.5 discuss how commitment to the profession can affect teaching 6.6 discuss the problem of pupil-teacher ratio in teaching 6.7 discuss career mobility as a factor militating against the teaching profession 6.1 Professional Training, Social Class and Academic Background of Entrants A key feature of the teaching force in most Nigeria is its heterogeneity, particularly with respect to educational attainment and professional training. Teachers range from those with post-graduate qualifications to secondary school leavers with minimal levels of pre-service training. In most private 22 primary schools in Nigeria, teachers with certificate level pre-service training predominate. Also, the fact that there is no single unified academic award to be a member of teaching profession greatly affects it as a profession. The bulk of the members of the teaching profession have the lower qualification. This has affected the status of teaching as a profession in the eyes of the public. Moreover, the standing of a profession is to some extent affected by the social class background of its recruits; the higher the social strata from which recruits generally come, the higher the status of the profession. And, of course, the higher the status of a profession, the more it will attract recruits from the higher social strata (Hoyle, 1969). Entry into teaching profession in Nigeria has been a source of worry to discernible observers. 6.2 Size and Self-Regulation Teaching is a mass occupation, which also militates against professional exclusivity. The teaching force accounts for one-half to two-thirds of public sector employment. However, public sector recruitment freezes in Nigeria have seriously constrained the remunerations of teachers. The established professions enjoy a high degree of self-regulation and are successful in maintaining high barriers to entry in terms of qualification requirements and registration. Teachers, on the other, hand, tend to have weak, state-dominated professional organizations with factions. 6.3 The Work Environment and Remuneration Teachers rarely enjoy the same work environment as other professions. 6.4 Gender Balance in Teaching Women constitute an overwhelming majority of the teaching force especially at the Primary school level. 6.5 Commitment to the Profession Another problem that is militating against teaching as a profession is the level of commitment of the teachers to the profession. 6.6 Pupil-Teacher Ratio 23 The weak correlation between school enrolments and the numbers of teachers employed in each school is the most obvious indicator of poor deployment. Variations in pupil-teacher ratios between schools are typically very large in most countries. 6.7 Career Mobility The concept of career implies both the notion of a commitment to a form of life-work or ― calling and the process whereby an individual progresses upwards through a hierarchy of professional roles. Upward mobility in the teaching profession often requires teacher to leave the classroom for an administrative role tting to the top. Conclusion In conclusion, professionalism can be defined as knowledge of laws, regulation and policies that impact professional conduct. In early childhood education, professionalism involves the use of professional knowledge and skills in maintaining, extending and improving services to children and their families. Professionalism is enhanced when practitioners develop their professional skills and knowledge and commit to abiding by their code of ethics. Summary of Study Session 6 In Study Session 6, you have learnt that: 1. A key feature of the teaching force in most Nigeria is its heterogeneity, particularly with respect to educational attainment and professional training. As an occupational group, teachers do not have the equivalent level of education and training nor the cohesiveness as well established professions. 2. The fact that there is no single unified academic award to be a member of teaching profession greatly affects it as a profession. 3. The standing of a profession is to some extent affected by the social class background of its recruits; the higher the social strata from which recruits generally come, the higher the status of the profession. 24  4. Teaching is a mass occupation, which also militates against professional exclusivity. The teaching force accounts for one-half to two-thirds of public sector employment. 5. Teachers rarely enjoy the same work environment as other professions. The size of the teaching force coupled with lower educational qualifications means that teachers are also paid considerably less than the mainstream professions. 6. Although the economic status of the teacher has been steadily improving, teachers do not in general receive salaries comparable to those received within the major professions. As a result commitment to the growth of the profession is affected. 7. Women constitute an overwhelming majority of the teaching force especially at the Primary school level. The preponderance of women in the teaching profession is likely to detract its status for men. 8. Membership of the ‘major’ professions implies a life commitment to the task. In the case of teaching, no such a life commitment to the task of teaching is apparent as in other professions. 9. The weak correlation between school enrolments and the numbers of teachers employed in each school is the most obvious indicator of poor deployment. 10. The prospect for majority of the teachers to reach the peak is very limited since there are only few positions at a time. Thus majority retire without getting to the top. Self-Assessment Questions (SAQs) for Study Session 6 Now that you have completed this study session, you can assess how well you have achieved its Learning Outcomes by answering the following questions. Write your answers in your Study Diary and discuss them with your Tutor at the next Study Support Meeting. SAQ 6.1 (tests Learning Outcome 6.1) 25 Explain why professional training, social class and academic background of entrants can affect teaching profession. SAQ 6.2 (tests Learning Outcome 6.2) Discuss Size and Self-Regulation as factors militating against teaching profession SAQ 6.3 (tests Learning Outcome 6.3) Explain how the work environment and remuneration can affect teaching profession SAQ 6.4 (tests Learning Outcome 6.4) Discuss the problem of gender balance in the teaching profession SAQ 6.5 (tests Learning Outcome 6.5) Discuss how commitment to the profession can affect teaching SAQ 6.6 (tests Learning Outcome 6.6) Discuss the problem of pupil-teacher ratio in teaching SAQ 6.7 (tests Learning Outcome 6.7) Discuss career mobility as a factor militating against the teaching profession REFERENCES Federal Ministry of Education (1999) Implementation Guidelines for the Universal Basic 26  Education (UBE) Programme, Abuja: Federal Ministry of Education. Federal Republic of Nigeria (2004). National Policy on Education, Lagos: NERDC Press. Ige, O.O. (2011). An Evaluation of the Early Child Care Development and Education (ECCDE) Caregivers’ Capacity-Building Programme in South-West Nigeria. An unpublished Ph.D. Thesis. Department of Arts and Social Sciences Education, University of Lagos, Nigeria. Ige, O.O. (2013) Professional Development, Motivation and Gender as Correlates of Early Childhood Caregivers’ Attitude towards Early Childhood Care and Education Delivery. Journal of Early Childhood Association of Nigeria (JECAN), 3, (1), 151-164. Osanyin, F.A.(2004) Facilitating Effective Child Care Development, Parenting Environment JECAN, 2 (2) Deocraft Communications, Lagos, Nigeria Shonkoff, J.P. & Phillips, D.A. eds. (2000) From Neurons to Neighbourhoods: The Science of Early Childhood Development, Washington, D.C: National Academy Press. Shrestha, K. (2006). Towards Meeting the EFA Goal on Early Childhood Development: A Review of the Current Status and Major Challenges in Nepal, Journal of Early Childhood Development, Kathmandu: Tribhuvan University Research Centre for Educational Innovation and Development (3), 76- 85. Sonawat, R. & Furia, K. (2006) A study to identify Exemplary Teacher Qualities in Preschool Education Centres, Journal of Early Childhood Development, Kathmandu: Tribhuvan University Research Centre for Educational Innovation and Development, (3), 15-24. 27 Tamis-LeMonda, C.S., Shannon, J.D., Cabrera N.J., & Lamb, M.E. (2004). Fathers and Mothers at Play with Their 2- And 3-Year-Olds: Contributions to Language and Cognitive Development. Child Development; 75:1806- 1820. UNESCO (2007) EFA Global Monitoring Report, Strong foundations; early childhood care and education. www.efareport.unesco.org. Retrieved 3/6/ 2008. 28