The Concept of Teaching as Profession PDF

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Course Title : The Teaching Profession Course Code : Prof. Ed. 2 Number of Units : 3 units ============================================================= ======================= THE CONCEPT OF TEACHING AS A PROFESSION Teaching is a profession laden with risk and responsibility that requires a great deal for those who enter into it." - John I. Goodlad Introduction The concept of teaching as a profession is essential for future teachers to understand. A good grasp of the nature, purpose, and mission of the profession serves as a guide to what they expect from their future career. To prepare themselves for the gargantuan tasks and challenges of a professional teacher, they need to master the requirements of the teaching profession. It has been said that professionals serve humanity through their professions. Teachers, as professionals, are not an exemption because they also serve humanity by contributing in nation building and by enhancing the body of knowledge that are essential for the betterment of this world. Learning Objectives: At the end of this chapter, each learner will be able to: 1. define teaching; 2. discuss the reasons why teaching is an art, science, craft, mission, and vocation; and 3. explain the reasons why teaching is considered a profession.

============================================================= ======================= Meaning of Teaching A layman defines teaching in simple terms. He sees teaching simply as helping someone to learn something. To some, this definition is insufficient because teaching is more than this. For this reason different scholars provide numerous definitions of teaching. The varying definitions imply that teaching is perceived differently, even by educators themselves. As this is the case, the following definitions can be considered as a take-off point for discussion:  

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Teaching is an intimate contact between a more mature personality and a less mature one which is designed to further the education of the latter. - H.C. Morrison (1934) Teaching is defined as an interactive process, primarily involving classroom talk, which takes place between teacher and pupil and occurs during certain definable activities. - Edmund Amidon (1967) Teaching is a system of actions involving an agent, an end in view, and a situation, including two sets of factors - those over which the agent has no control (class size, size of classroom, physical characteristics of pupil, etc.) and those that he can modify such as a way of asking questions or ideas gleaned. - B.0. Smith (1969) Teaching is a task of a teacher, which is performed for the development of a child.- T.F. Greens (1971) Teaching is the process that facilitates learning . The teacher has an important role to play because he acts as a catalyst, actively stimulating learning. - Farrant (1980) Teaching is a cluster of activities that are noted about teachers such as explaining, questioning, motivating, taking attendance, keeping record of works, learners' progress and background information. - G. Wells (1982).

One can surmise from the foregoing definitions that teaching is both a process and an end. As a process, a procedure is required in undertaking it . As an end, there is a purpose or reason for conducting it. Teaching as a process implies taking logical steps in instructing, causing, guiding, and creating positive change in the learners. On the other hand, teaching as an end conveys that it is not a pointless undertaking. lt is rather a purpose driven profession because it has noble goals to accomplish. Few sublime purposes of teaching include imparting knowledge and wisdom, helping and inspiring learners progress in their academics, and developing lifelong skills that prepare the learners for life. These purposes are all essential in making them flourish as a person, as a professional, and as a citizen of the country, and the global community. Metaphors of Teaching Teaching has been conceived with a number of metaphors. A metaphor makes a comparison between two unrelated things in order to show their resemblance. Teaching as an activity has been compared to many things. To name a few, some conceive it as:

1. an art

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2. 3. 4. 5.

a a a a

science craft; mission; and vocation.

Teaching as an Art Teachers are considered artists like the musicians, dancers, painters, and sculptors, among others . They demonstrate creativity, reflection, and innovation in their work. Like an artist, teachers use teaching as a medium to express themselves. In teaching, they express their ideas and beliefs through the senses just like the artists presenting their thoughts through their art. In effect, they stimulate learners' thoughts and emotions just like looking at an art which evokes interpretation and appreciation. Significantly, the art of teaching is a reflection of the teacher's personality, too. In discussing their lessons, they use their own interpretations, experiences, and perspectives which reflect their own self-expression . They personalize the lessons based on their own life experiences and they "own or customize their lessons based on their perspective and understanding of the world. Moreover, leading learners to understand abstract ideas or concepts through posing effective questions is an art. Even the methodologies employed by the teachers are forms of art because they create, innovate, and strategize. More importantly, inspiring learners to pursue and enjoy learning makes teaching an art. Inspiring teachers touch the sensibilities and humanity of their learners, thereby motivating them better to learn and live in this world. Given all these explanations, the art in teaching therefore springs from the teacher's personality, experience, and talents.

According to Elliot Eisner (2005), there are four (4) reasons that make teaching as an art, to wit: 1. Teaching is an art because it can be performed with such skill and grace that, for learners as for the teacher, the experience can be justifiably characterized as aesthetic. 2. Teaching is an art because teachers, like the painters, composers, etc., make judgments based on qualities that unfold during the course of action. 3. Teaching is an art because the teacher's activity is not dominated by prescriptions or routine, but is influenced by qualities, and contingencies that are unpredicted. 4. Teaching is an art in the sense that the ends it achieves are often created in the process. Teaching as a Science Science is an organized or systematic body of knowledge that springs from empirical evidences. Teaching is a science because it is done in a systematic and orderly manner. Like science, it entails a deep knowledge and application of effective techniques emanating from empirical studies. The science element in teaching is reflected in the generalizations drawn from the research about effective teaching and learning. The content (theories and principles) and process (pedagogical approaches) of teaching are not products of hit and miss. They are rather the results of researchbased processes and practices promoting learner achievement. Most learning theories like Vygotsky's Zone of Proximal Development, Gardners Multiple Intelligences, Piaget's Cognitive Development, and Pavlov's Conditioning Theory are products of intensive experimentation with children and laboratory tests with animals. These experiments drew conclusions and implications concerning human learning and teaching. Moreover, the process of asking questions is also considered a science. For example, answering the question, "What are the most effective strategies to promote effective learning to grade 1 learner?" requires scientific method. It needs evidences and reasoning which are the elements of science. Teaching as a Craft A craft requires a kind of skilled work that undergoes planning and executing process in order to produce a product or object. It requires careful attention to detail with the dexterity of the worker. The combination of teaching as both a science and art makes it a craft. Combining science and art result to “creating” or forming individuals who may become engineers, doctors, pilots, priests, and leaders of the country. Teachers are like conductors of a symphony who combine the science of learning and the art of teaching through their creativity and talent. They study theories of human development, learning, pedagogy, classroom management, communication, and relationships, among others, in order to connect meaningfully with the learners. Teaching is also a craft profession because teachers possess specialized techniques in applying the rules governing the application of the theories of knowledge and the psychology of learning and teaching. According to Pratte and Rury (1991), craft-professionals have various skills and

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