This is an Educational blog maintained by SABARISH P, (MSc Physics, MEd, NET), Assistant Professor in Physical Science Education. Contact : pklsabarish@gmail.com

Friday 12 February 2016

B.Ed. Notes-PROFESSIONALIZING PHYSICAL SCIENCE EDUCATION. Module 5-The professional Science Teacher

PROFESSIONALIZING PHYSICAL SCIENCE EDUCATION.
Module 5-The professional Science Teacher

Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Assistant professor in Physical Science, Arafa Institute for Teacher Education, Attur, Thrissur.
pklsabarish@gmail.com

Profession
The term 'Profession' stands for an occupation which requires some specialized study and training, and the purpose of which is generally to provide skilled services and guidance. A profession is a calling and implies acquisition of a fond of knowledge, range skills and their application in service of humanity. They services rendered by a professional may be direct as will the case of teachers and doctors or indirect as is in the case of teacher educators i.e. teacher of a teacher. It is a paid occupation, especially one that involves prolonged training and a formal qualification.
Profession- Definition
According to Halliday “a profession is an occupation with a set of competency based on knowledge acquired through many years of academic training, the goal of its members being a commitment to service guided by a code of ethics. It requires formal qualification, mastery of skills, specialized knowledge and prolonged training.
A professional is a skilled practitioner.
“Teaching is a profession laden with risk and responsibility that requires a great deal from those who enter into it.” --John I. Goodlad
Characteristics of a profession
The following are the common characteristics of a profession:
1.      It demands possession of a body of specialised knowledge and extended practical training.
2.      It renders an essential social service.
3.      It demands continuous in service training of its members.
4.      It has a clearly defined membership of a particular group with a view to safe- guarding the interests of the profession.
5.      It involves a code of ethics.
6.      It sets up its own professional organization.
7.      It assures its members a professional career.
8.      It has a truth and loyalty.
9.      It should have the qualities such as Honesty, Humbleness, Accountability, self regulation and Integrity.
10.  It must have responsibilities and Social justice.
11.  It demands regularity and punctuality.

Teaching as a profession
Teaching is a profession. It is seen as the noblest profession around the world. It is the career that receives highest respect in the society. Teachers prefer to be identified by their profession. The points of reason for seeing teaching as a profession are the following.
1)      Teaching requires a sound body of knowledge.
2)      It requires special training and practice.
3)      It is a multi skill activity.
4)      It creates all professionals.
5)      It requires continuous updating of one’s knowledge.
6)      It emphasizes punctuality and regularity.
7)      It focuses on character.
8)      It has rigid code of ethics.
9)      It has high status and dignity.
Since teaching being a profession, teachers are expected to have appropriate professional behavior, appearance and outlook. The values, commitments, and professional ethics that influence their behaviours towards students, families, colleagues and communities must be there in teachers. Teachers affect students learning, motivation and development. They must have professional growth, guided by the beliefs and attitudes related to global values such as commitment to the teaching profession, professional ethics and manners, professional speaking and writing skills etc. They should not use abusive language, cursing words etc and should wear suitable dress, make appropriate movements and cause best impression.
Dr. A P J Abdul Kalam, former president of India has quoted that, “We  request that teachers do two things, first let them think about developed India in their own  ways & enthuse the students, secondly they should update their own knowledge, because  the student is only as good as teacher. Let them constantly try to upgrade their skills so that they can enthuse the children to think big.”
Professionalism in teacher education is the key factor to improve the quality of education. Teaching is a noble profession which lays the foundation for preparing the individual for all other profession.
Code of Professional Ethics for School Teachers. (as given by NCTE.)

The Code of Professional Ethics for teachers provides a framework of principles to guide them in discharging their obligations towards students, parents, colleagues and community. Increased awareness of the ethical principles governing the teaching profession is essential to ensure ‘professionalism’ among teachers.
The Code of Professional Ethics by NCTE for school teachers is an attempt  to provide direction and guidance to the teachers in enhancing the dignity of their professional work.
1. Obligations towards Students
1.1 Treats all students with love and affection.
1.2 Respects the value of being just and impartial to all students irrespective of their caste, creed, religion, sex, economic status, disability, language and place of birth.
1.3 Facilitates students’ physical, social, intellectual, emotional, and moral development.
1.4 Respects basic human dignity of the child in all aspects of school life.
1.5 Makes planned and systematic efforts to facilitate the child to actualize  his/her potential and talent.
1.6 Transacts the curriculum in conformity with the values enshrined in the  Constitution of India.
1.7 Adapts his/her teaching to the individual needs of students.

2. Obligations towards Parents, Community and Society
2.1 Establishes a relationship of trust with parents/guardians in the interest of  all round development of students.
2.2 Desists from doing anything which is derogatory to the respect of the child  or his/her parents/guardians.
2.3 Strives to develop respect for the composite culture of India among  students.
2.4 Keeps the country uppermost in mind, refrains from taking part in such activities as may spread feelings of hatred or enmity among different communities, religious or linguistic groups.
3. Obligations towards the Profession and Colleagues
3.1 Strives for his/her continuous professional development.
3.2 Creates a culture that encourages purposeful collaboration and dialogue among colleagues and stakeholders.
3.3 Takes pride in the teaching profession and treats other members of the profession with respect and dignity.
3.4 Refrains from engaging himself/herself in private tuition or private teaching activity.
3.5 Refrains from accepting any gift, or favour that might impair or appear to influence professional decisions or actions.
3.6 Avoids making derogatory statements about colleagues, especially in the presence of pupils, other teachers, officials or parents.
3.7 Respects the professional standing and opinions of his/her colleagues.
3.8 .Maintains confidentiality of information concerning colleagues and dispenses such information only when authorized to do so.

Professional elements (traits) - Teacher competencies listed by NCTE.
According to NCTE the following capabilities and competencies are essential for a teacher:
1)      Personal
• Physically fit and healthy.
• Active and Energetic.
• Emotionally stable.
• Aware of self.
• Socially warm & friendly.
• Intellectually – love for teaching.
• Have principles & values.
2)      Professional
• Subject Specialist with grasp and depth & up to date knowledge about subject.
• Appropriate teaching skills.
• Ability to try out innovative methods of teaching.
3)      Social
• Develop inter personal & interactive skills.
• Be open to Criticism.
• Achieve the goals of the institution.
• Working in collaboration & coordination.
• Be a leader.
• Developing rapport and & friendly environment.

Soft Skills
Soft skills is a sociological term relating to a person's "EQ" (Emotional Intelligence Quotient), the cluster of personality traits, social graces, communication, language, personal habits, friendliness, and optimism that characterize relationships with other people.
“Soft skills refer to the cluster of personality traits, social graces, and facility with language, personal habits, friendliness, and optimism that mark people to varying degrees. Soft skills complement hard skills, which are the technical requirements of a job.” (Britannica, 2014).
According to World Health Organization (WHO) “Soft Skills are nothing but Psychological Skills, which insists upon accepting the behavior of others along with their culture”. Fundamental Soft Skills put forth by WHO are: Self- Awareness-Self Esteem; Critical thinking Skills; Decision Making skills: Problem Solving skills; Interpersonal Skills; CommunicationSkills; Empathy; Coping with emotions; Handling peer pressure and Negotiation Skills
Soft skills are very important as they help:
>>To handle interpersonal relations
>>To take appropriate decisions
>>To communicate effectively
 >>To have good impression and impact to gain professional development.

Significance of soft skills in teaching.
 “You teach who you are.”
Both technical and soft skills complement each other and the balance between these two is what makes a teacher a complete professional. Soft skills help a teacher by the following ways
1)      To Communicate Effectively
2)      To become an Organized Teacher.
3)      To Avoid Teacher Burnout
4)      Help to develop Strategies to Become an Effective Teacher
5)      Helps to Motivate Students
6)      Helps to create Incentive Ideas and Modern Methods of Teaching, Listening Skills.
7)      Know how to Give Good Feedback for Others Work
8)      Win people’s cooperation.
9)      Helps in Goal/Target Setting.
10)  Helps to positively deal with criticism.
11)  Keep discussions from turning into arguments.
12)  Resolve Conflict
13)  Helps to know Interpersonal skills / Interpersonal Relations and their Empowerment.
14)  Helps in Objection Handling and Problem Solving

Essential soft skills required for a teacher.
1)      Communicative Skill
Ability to deliver idea clearly, effectively and with confidence either orally or in writing
Ability to practice active listening skill and respond.
Ability to discuss and arrive at conclusion.
Ability to communicate with individual from a different cultural background.
Ability to expand one’s own communicative skill.
Ability to use non-oral Skills.

2)      Team Work
 Ability to build a good rapport, interact and work
Ability to give contribution to the planning and deal effectively with others.
Ability to understand and play the role of oneself and follower alternatively.
Ability to recognize and respect others Attitude, behavior and beliefs.
Ability to coordinate group work.
3)      Leadership skill
Ability to lead.
Knowledge of the basic theories of leadership and leadership qualities.
Ability to understand and take turns as a leader and follower alternatively.
Ability to supervise members of a group.
4)      Time management skill 
Time management is the act or process of planning and exercising conscious control over the amount of time spent on specific activities, especially to increase effectivenessefficiency or productivity.
The major themes on time management include the following:
·         Creating an environment conducive to effectiveness.
·         Setting of priorities
·         Carrying out activity around those priorities
·         The related process of reduction of time spent on non-priorities
·         Incentives to modify behavior to ensure compliance with time-related deadlines.

5)      Event management skill
Events management is the process behind planning, executing and evaluating corporate, association, government social and educational events.
Some of the key skills involved in event management are:
·         Attention to detail
·         Creativity (not just in designing the ‘look and feel’ but also in how to get round the inevitable problems)
·         Planning and rehearsal (plan, plan, plan…rehearse, rehearse and rehearse)
·         Multitasking
·         Budgeting (delivering within budget)
·         Team worker

·        Professional growth of Science teacher.

Ø Teaching, research and extension

Ø  Teaching, research and extension go hand in hand - substantiate
Three dimensions of Education are namely, Teaching, Research and Extension*. Research and development is the Backbone of education system. No development is possible without research. Quality is a base for both research and development. The quality of any system depends on the quality of research conducted. According to APJ Abdul Kalam,(2007): “Research brings transformation and development and also enhances the quality of Education”.
Teaching research and extension are inseparable. Teaching makes for better Research. Teaching and research flourish best in combination, they both suffer in isolation. They are complementary and mutually supporting. They go hand in hand, helping each other to reach excellence.
Note: *Extension: Extension means reaching findings of knowledge, research and new skills to millions of people. UGC India articulated the idea of extension in 1977.  ‘University extension means’ which incorporates various aspects of work intend and performed by the university other than the established job of teaching and research, intended not only for its regular students but for others also.


Professional organizations of teachers.

Aims and Objectives : 

·         To make effort to build the nation by actively encouraging  participation in economic ,social, educational, political , mental and moral development of teachers .
·         To work for the development of teachers.
·         To work for the improvement of the educational system on the basis of spirit of cooperation leading to self sufficiency.
·         To foster the spirit of brotherhood and cooperation among all members of the profession.
·         To improve the working and living conditions of the teachers.
·         To promote the standard of education and reestablish it in the society.
·         To make aware the teachers in the concerns of their professional and organizational responsibilities and rights.
·          To safeguard and promote the rights and privileges of teachers on matters    relating to employment service conditions  and create consciousness about duties and responsibilities.
1)      AIPTF (All India  Primary Teachers Federation)
2)      Indian Association of Chemistry Teachers or IACT, now known as the Association of Chemistry Teachers or ACT
3)      Indian Association of Physics Teachers or IAPT, now known as the Association of Physics Teachers or APT
4)      The American Association of Colleges for Teacher Education (AACTE)
6)      IATE (Indian Association of Teacher Educators)
7)      Kerala School Teachers Association (KSTA)
A list of Research Journals in Science.

Scientific Journals are multidimensional gateways for the exploration of scientific discoveries and new research in the medical and other Scientifics. These journals are periodical publications intended to communicate with the scientific community to further the progress of mankind. Scientific Journals represent the collaborative efforts of many scientists and scholars from various disciplines. A list of some research journals in science are
1)      Astronomical Journal
2)      Indian Journal of Scientific Research(IJSR)
3)      Astronomy and Astrophysics
4)      Astrophysical Journal
5)      Monthly Notices of the Royal Astronomical Society
6)      Publications of the Astronomical Society of the Pacific.
7)      Chemistry Letters
9)      Advances in Physics
15)  Physical Review - parts A-E and Physical Review Letters

A list of Research Journals in Science education
Some of the important research journals in Science Education are
1)      Journal of School Science- Official research journal on science education by NCERT
2)      Cultural Studies of Science Education - Examines science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon. Springer.
3)      Electronic Journal of Science Education - Published by Southwestern University.
4)      The Journal of Science Teacher Education (the official journal of AETS)
5)      School Science and Mathematics, official journal of the School Science and Mathematics Association (SSMA)
6)      Science Education International, the official journal of International Council of Associations for Science Education (ICASE).
7)      International Journal of Environmental & Science Education - All aspects of environmental, science and technology education.
8)      International Journal of Science Education -Research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities.
9)      Journal of Computers in Mathematics and Science Teaching - Use of information technology in the teaching of mathematics and science.
10)  Journal of Science Education and Technology -Publishes a broad range of papers covering theory and practice in order to facilitate future efforts of individuals and groups involved in the field.
11)  Journal of Science Teacher Education - Association for Education of Teachers of Science
12)  Research in Science & Technological Education - Psychological, sociological, economic and organisational aspects of science and technological education, as well as evaluation studies of curriculum development in these fields
13)  Science Education - Iissues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice.
14)  Science & Education - Research using historical, philosophical, and sociological approaches in order to improve teaching, learning, and curricula in science and mathematics.


Ø Internet resources and websites for the professional growth of science.

Professional development of science teachers is described in the National Science Education Standards:
“ Professional development for teachers should be analogous to professional development for other professionals. Becoming an effective science teacher is a continuous process that stretches from preservice experiences in undergraduate years to the end of a professional career. Science has a rapidly changing knowledge base and expanding relevance to societal issues, and teachers will need ongoing opportunities to build their understanding and ability. Teachers also must have opportunities to develop understanding of how students with diverse interest, abilities, and experiences make sense of scientific ideas and what a teacher does to support and guide all students. And teachers require the opportunity to study and engage in research on science teaching and learning, and to share with colleagues what they have learned” . (p. 55)
Internet Resources
  1. http://www.nas.edu/rise/backg4a.htm- The most recommended resource for understanding the professional development of teachers is summarized in the article  The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. This information will help to develop some understanding of the stages of interest and commitment through which teachers must progress when learning new teaching strategies or using new curricula.
  2. http://www.nap.edu/readingroom/books/nses/html/4.html- Professional development for teachers is more than training or classes. The growth of a teacher's skill and understanding is developed through personal reflection, interactions with colleagues, and mentoring as well. The Standards for Professional Development for Teachers of Science  describe professional development as becoming more integrated with what happens in the classroom and school.
  3. http://www.wcer.wisc.edu/NISE/Publications/Briefs/NISE_Brief_Vol_1_No_1.pdf- Recommendations from many sources for high-quality teacher education and certification have been compiled in Principles of Effective Professional Development for Mathematics and Science Education: A Synthesis of Standards  NISE Brief (National Institute for Science Education) Vol. 1, No. 1 - May 1996. (Adobe Acrobat Reader is needed to view NISE briefs, and produces a very high quality reprint.)
4.      http://unr.edu/homepage/jcannon/ejsev1n3.html- What professional development do teachers say they want? The President of the National Science Teachers Association, Joanne Vasquez, outlined the results of surveys in this March 1997 article in the Electronic Journal of Science Education . 
Websites for the professional growth of science Teachers

1)      http://www.nas.edu/
2)      http://www.nap.edu/
3)      www.nsta.org

Free online courses in teacher education are offered by some real schools websites.

1)      African Virtual University

The African Virtual University offers free online courses, but does not currently offer credit for completed courses. Students are able to access PDF and Microsoft Word files and completely access modules through Scribd. 

2)      Annenburg Learner

Annenburg Learner is a free online resource intended mainly for teachers. Credit is available for those who pay the appropriate tuition and fees when taking a course. The Learning Classroom examines learning theories, as well as how people learn and process information. PDF files serve as support materials, as do videos. Writing assignments are included for those who want to pursue them, along with online forms provided for the purpose of organizing information. Class sessions include cognitive processing, metacognition and multiple intelligences.

3)      Edutopia

Edutopia pulls in outside resources from universities and websites for users to take advantage of for free on the Edutopia website. Teacher Development: Starter Kit for Teaching Online is a resource for teachers who want to learn how to teach online.

4)      PBS Teachers

Offered on this site provided by the Public Broadcasting Service, Teaching Evolution is a professional development course that offers teachers a way to teach evolution in modern society. The class can also be used as a guide for a professional development workshop.

5)      The Open University

The Open University offers free, non-academic credit courses, articles, videos and games. 
Moreover Indian universities like IGNOU, Sikkim manippal University etc is also providing courses for the professional development of Science teachers.

Ø  Online Course Requirements

Teachers will find a combination of courses, videos, seminars and supplemental materials from the following sources listed below. Some offer academic credit by paying a fee for taking the course or by taking an exam. Users should make sure that their computers have updated software in order to gain full access to videos and PDF files..