Revitalizing Professionalism in Teachers

Authors

  • Biswajit Behera Dr. H.R.Gajwani College of Education, Kutch, Gujarat

DOI:

https://doi.org/10.52634/mier/2015/v5/i1/1510

Keywords:

School Education, Professional Learning, Teacher Professionalism.

Abstract

The hope of revitalizing school education is driven towards the professional and personal growth of the teacher. The professional preparation of teachers has been recognized to be crucial for the qualitative improvement of education (Kothari Commission, 1964-66). The emphasis in the teacher education programme should be on enabling the trainees to acquire the ability for self-learning and independent thinking. Teachers should have possession of professional knowledge and professional status. Teachers are expected to carry out their professional tasks in accordance with their judgment, without bias. Consistent with the objectives, content, pedagogy and assessment for different stages of the curriculum, the teachers must be oriented and should be constant learners. In this paper, three dimensions of learning are emphasised on the part of professional teachers 1) Cognitive Learning 2) Emotional Learning and 3) Situational Learning. It is understood that in order to strengthen professionalism, the teachers must be allowed for expertise to be shared with a wide range of teachers through conferences. The teacher must be resourceful and practitioner of teaching and learning. Thus, professional learning is practical in character.

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Published

2015-05-10

How to Cite

Biswajit Behera. (2015). Revitalizing Professionalism in Teachers. MIER Journal of Educational Studies Trends and Practices, 5(1), 113–122. https://doi.org/10.52634/mier/2015/v5/i1/1510

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Section

Articles

References

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