Is teaching a profession Essay Sample

clarification within a society. The author notes that defining professions solely as businesses with prestige due to formal knowledge is insufficient, as professions can also offer protection from competition in capitalist labor markets in specific cases where certain characteristics are absent.

Regarding professional liberty, the concept of 'semi-professions' - such as teachers - have forward-facing statements to exist, as stated by Etzioni (1969). Friedson ultimately concludes that defining a profession is arbitrary and the determination of who is considered a professional in a society is more important.

According to Manski (1987), professionals are defined by their actions and the impact it has on their self-perception and work execution. The question becomes how they "make" or "accomplish" their profession through their activities.

Freidson's study is fascinating, particularly in demonstrating the ease with which the term "professional" can shift in meaning, from a positive connotation, like a "professional job" (as opposed to amateur work), to a negative one, like a "professional partygoer." The definition of "professional" can even take on a slightly different meaning, as in the case of a "professional athlete," who receives compensation for their athletic talents, compared to an amateur athlete who participates for the love of the sport (Manski, 1987).

Freidson's conclusion is that the term can have different meanings depending on the context in which it is used. It may be associated with high prestige or low position, as well as exalted motivations or moral probity in one context, but associated with crass motivations and deceptiveness in another context.

This uncertainty regarding the meaning of being a professional (Nelson, 1991) has made it difficult to establish a theory and reach a consensus. However, despite this ambiguity,

it is feasible to outline the overall aspects of a profession by referencing Cogan's research.

In her work, Larson creates a list of defining characteristics for modern professions and identifies three significant countries of focus. One vital element is the cognitive dimension, which encompasses the knowledge utilized by professionals in their work, along with the training required to attain such expertise. The second dimension pertains to normative aspects, including the service-oriented nature of professionals and the societal privilege of self-regulation that they possess.

The final aspect relates to the evaluative dimension, underscoring the unique level of autonomy and status enjoyed by the teaching profession over other vocations (NST, 2003). According to Shulman (1998), designating something as a profession implies that it has an academic knowledge base. Teaching may lack such a knowledge base, but still retains its professional standing.

Although teaching is a respectable profession, it goes beyond that. Shulman (1987) clarifies that the important aspect of teaching is the combination of subject matter and teaching methodology. The ability to convert subject knowledge into different pedagogical forms is essential. Consequently, a teacher's knowledge is constructed through their classroom experiences.

Myron Lieberman argued in his book "Education as a Profession" that teaching is not a complete profession. Teachers need to improve their teaching methods by learning from their students, especially in their personal contemplation practices with children.

Despite this, Lieberman emphasized the significance of education in our everyday lives and asserted that it should be acknowledged as a profession both in the present and future, given its esteemed role in society. Furthermore, Lieberman provided encouragement for educators by stating that “One of the main reasons for considering education as a

profession is to demonstrate that teachers themselves have the ability to accomplish vocational goals, which would significantly impact the educational objectives and potential of public schools” (Lieberman, 1956, p.15).

Lieberman (1956) noted that all professions face challenges, including teachers who must comprehend the complexity of education and the ethical dilemmas it poses. Although they may not share a consensus on teaching objectives, instructors should be aware of the intricacies involved. Lieberman warns against educators taking on the role of establishing and enforcing moral codes within their field.

In contemporary society, teaching has become highly professionalized, with specialized categories and subdivisions within the field of education. Not everyone possesses the ability to teach, and there are numerous levels of expertise required for various fields, such as business instructors.

Teaching in social sciences involves specialized instructors who are assigned specific topics based on their academic background. For example, a literature professor may not be suitable to teach business, and vice versa. Similarly, an International Relations professor may not be equipped to teach computer science, biology or medicine. This suggests that teaching has become a profession in contemporary times.

Observe how educators are compensated for broad skills that are useful outside of teaching, including both interpersonal abilities such as leadership and more measurable expertise in areas like mathematics.

Mastering a scientific discipline, foreign language, or English writing can bring well-established rewards beyond education. Although these rewards are mostly external to the schooling system, if there was a travel allowance only for mastering math, the motivation for students to excel in this field could be increased.

In essence, schools would receive equal compensation for achievements related to travel expenses, with varying means

of evaluation. This concept is exemplified by the year 1988.

California has recognized the importance of providing extensive learning opportunities for novice teachers, particularly in their first and second years of teaching. These experiences should build off of their previous pre-service training and result in continued professional growth. The state's efforts have revealed a need for a shared language and new understanding of the intricate nature of teaching, which would help teachers define and improve their own practice. To meet these needs, California has established the Standards for the Teaching Profession. These standards were created to encourage educators to reflect on how they teach and how students learn, set professional goals for themselves, and utilize them as a guide to track and assess their progress towards achieving these goals and meeting established benchmarks within the profession.

The California educational standards acknowledge the diversity of both students and instructors, as outlined by CSTP in 1997. This approach to education is comprehensive and developmental. Additionally, professional educators in California are currently encountering the most diverse student population ever seen in the history of the educational system.

Inclusive classrooms, which involve and challenge learners with varying abilities, can greatly enhance and motivate the educational process. To develop such classrooms according to California Standards for the Teaching Profession, teachers must be responsive to the cultural, linguistic, and socioeconomic backgrounds of all students.

According to the CSTP (1997), effective teaching methods are essential for successful instruction of diverse students in all possible countries. With constant curriculum changes and close monitoring of teacher performance, attending training courses for ongoing professional development is crucial. These courses often take place outside regular school hours.

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significance of specializing in a certain area within the teaching profession is emphasized by the following classes. This enables instructors to enhance their abilities and excel in their particular field, contributing to the dynamic and exhilarating nature of the education industry.

The teaching profession, which includes schools, is characterized by dedication, complexity, adaptability, impact and effectiveness.

Attaining the objective of a course is centered on learning, which requires vital participation from both teachers and students.

Being mindful of their words and actions is essential for instructors as it can have a considerable impact on students' lives. It's important to interact with pupils personally as this extends beyond the conscious curriculum and encompasses intangible aspects.

Teaching is both an art form and a calling, a noble occupation that requires a love for learning and a love for children as learners. To ensure that education is effective and fruitful, this love for learning must be encouraged as a lifelong pursuit. (Oilersrule)

April 16, 2004 highlighted the significance of teachers being highly professional in implementing diverse learning patterns for students. This includes providing opportunities for each child to develop their skills uniquely within society and creating a safe environment where they can confidently work towards enhancing future abilities. In essence, modern education requires an exceptional degree of professionalism that departs from conventional teaching methods.

The California Standards for the Teaching Profession (CSTP) demonstrate that innovation and excellence are now prioritized over traditional constructs when it comes to learning.

January 1997 saw the adoption of A. Etzioni's work on instructors, nurses, and their administrations in the semi-professions, which was first published in 1969 and focuses on erectile dysfunction.

The book "Societal Workers" authored by Freidson E. (1986)

is obtainable from Free Press located in New York and encompasses pages 30-64.The University of Chicago Press released "Professional Powers: a survey of the Institutionalization of Formal Knowledge" by Lieberman M in 1956.From pages 10 to 35, the Prentice-HallManski publication in Englewood Cliffs, New Jersey discusses Education and the professions.

In 1987, Charles released a paper examining the relationship between academic proficiency and net earnings.

David Wise's research paper "The Decision to Become a Teacher: Evidence from the National Longitudinal Study of the High School Class of 1972" is featured in Public Sector Payrolls and examines erectile dysfunction. It spans pages 65-84.

University of Chicago Press published "Academic Professionals" by Marc S. Nelson in 1991.

The following text, which includes and their contents, has been unified and

The December 1991 issue of Medical Teacher, identified by the ISSN 0142159X and volume number 13, is referenced. The source was cited on April 16th, 2004 by someone with the username Oilersrule.

The Doctrine of Teaching is a concise and excellent resource, accessible through the website http://www.cheathouse.com, with a retrieval date of April 20, 2007.

View essay titled "The rise of the professional society" by Perkins, H. from 1989, which spans pages 28 to 54, at com/essay/essay_view.php?p_essay_id=36453.

On February 16, 2003, the New Straits Times (NST) of Malaysia reported on the redefinition of the teaching profession, as published by Routledge in London.

2003.Shulman. L. S. (1987).

Shulman. L. outlines in his article "Knowledge and instruction: Foundations of the new reform" published in the Harvard Educational Review (pp. 125-136) the groundwork for educational reform.

S. (1998) discusses the theory, pattern, and instruction of professionals in The Elementary School Journal (pp. 511-526).