You cannot understand the teacher or teaching without understanding the person that the teacher is. This article takes externally imposed staff development activities as a starting point for its major argument that teachers must be appreciated and understood in terms of their purposes, as people, and in terms of their work context—as ‘total teachers’. Each of these areas requires time, effort, and an understanding of needs. Changing people is not achieved overnight. Heads have been waiting a long time for infusion of new blood into the system. Teacher as a Person - (Continued from papf 103) Another means of gaining knowledge of the materials to be taught is the per sonal adventure into that material. All rights reserved. Teacher professionalism is a multi faceted, ideological construct that changes over time and is located in a particular socio economic context (Stephenson et. Acknowledging the teacher’s purpose and understanding and valuing the teacher as a person, we want to suggest, should therefore be vital elements underpinning any strategy of staff development and school improvement. Teaching takes place in contexts which are challenging and diverse and which call for expertise and judgement in resolving the dilemmas which are posed. That schools often get the teachers they deserve. Where incompetence is persistent rather than temporary, it is rarely excusable. As of this date, Scribd will manage your SlideShare account and any content you may have on SlideShare, and Scribd's General Terms of Use and Privacy Policy will apply. 123Helpme.com. Is it possible that they were once as bright-eyed and idealistic as many of their younger colleagues are now? At the other end of the spectrum, the failure to recognise the special needs and contributions of beginning teachers can also have a disastrous, lasting impact on their motivation and confidence to become good teachers and good colleagues. That, while not any route to excellence will do, many routes are possible. It is also a time, particularly towards the later years, of sheer decline in physical powers which puts morale and enthusiasm very much to the test. Clipping is a handy way to collect important slides you want to go back to later. Hudson, P. (2013). They do not recognise the important moral and social purposes they want to fulfil through their teaching. The disillusioned are partly products of their own mortality, but they are also products of their schools’ management—responsible as such management is for the quality of experiences and treatment these teachers receive over the years. 5. So we should fight for a broadening of expectation, for an acknowledgement that there are several versions of excellence and more than one route to achieving them. That teaching behaviours are not just technical skills to be mastered, but behaviours that are grounded in the kinds of people teachers are. A second sense in which reform often glosses over the personal lives, interests, and backgrounds of teachers concerns the expectations we have for change and commitment. In an article titled "Teacher Reflection In a Hall of Mirrors: Historical Influences and Political Reverberations," researcher Lynn Fendler states that teachers are reflective by nature as they continuously make adjustments in instruction. Such top-down approaches to staff development embody a passive view of the teacher, who is empty, deficient, lacking in skills, needing to be filled up and fixed up with new techniques and strategies. This problem is especially important at a time when many new teachers are entering the profession, new teachers on whom many an eager head is staking his or her hopes for future improvement. They are labels that legitimise inaction, that signal abandonment of hope. They affect people’s interest in and reaction to innovation and their motivation to seek improvement.

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