ASSIGNMENT NO(2)

Name Muhammmad Sufyan Naeem

Class: B.ED(1.5Years)

Roll No CA632505

Semester: Spring,2021

Course Code: 8612

Allama Iqbal Open

University
 Q. 1 Write a detailed note on professional identity of
teacher.

1. TEACHER’S PROFESSIONAL IDENTITY

1.1 Meaning of Professional Identity
a) Gecas (1982) defined identities as the various meanings that are
attached to a person by themselves and others.
b) Professional identity is defined as one’s professional self-concept
based on attributes, beliefs, values, motives, and experiences (Ibarra,
1999: as cited in Slay & Smith, 2011).
c) A professional identity is an important cognitive mechanism that
affects workers’ attitudes, affect and behaviour in work settings and
professional life (Caza & Creary, 2016).
d) Professional identities can also be seen as a social identity of a person
within the group of the professionals who share a common approach to
a particular type of work (Van Maanen and Barley, 1984: as cited in
Caza &Creary, 2016).
1.2 Importance of Professional Identity
a) A professional identity affects individual behavior and psychological
well-being in the workplace.
b) Individuals’ professional identities determined their moral decisionmaking i.e.,
decisions related to dos and don'ts, good and bad.
c) Professional identification contributes to have positive performance
outcomes such as career success.
d) Professional identity plays an important role in shaping both
psychological processes in the workplace.
e) A positive self-concept about professional identity can protect a person
from depression and anxiety.

1.3 Development of Professional Identity

Professional identity development can be used to make sense of experiences, practice

and work (Nyström, 2009). Professional identity development shapes and is shaped by
work-integrated learning experiences. Campbell and Zegwaard (2011) affirmed that
universities/teacher education institutions play a key role in assisting students to
navigate through workplace experiences.
Luehmann (2007) described five necessary processes in the development of a
professional identity as a reformed educator, including (1) reconciling prior beliefs
with teaching, (2) locating identity within a community of practice (3) managing
emotional aspects of identity formation (4) integrating experiences and theory of
teaching profession (5) developing a sense of self-confidence.
Joanna Gilmore, Melisa Hurst and Michelle Maher (2009) described the work ofFuller
and Bown (Fuller, 1969; Fuller & Bown, 1975) about teacher identity development.
This view proposes that teachers undergo a series of four developmental stages
characterized by unique concerns.
 a) In the first stage, Fantasy, which occurs prior to actual teaching, prospective
teachers romanticize about the experience ahead. At this stage, the
preservice teacher can better identify with the students' perspective than the teachers.
Thus, students in this stage are often overly critical of their own teachers, or of
teachers who they observe during early experiences in classroom/school.
b) The Survival stage begins after entering the classroom and encountering a
crisis usually related to classroom management or mastery of content.
During this stage, the teacher struggles to achieve a sense of worth and
identity. This struggle usually translates into concerns about class control,
being liked by students and/or evaluation from other educators and
administrators.
c) The third stage, Mastery, occurs as teachers begin to develop mastery over
their content and pedagogical knowledge adaptable to different situations.
The teacher, in this stage, is able to engage in more systematic reflection
about their instructional practices. At this stage, teacher focuses on the
teacher's own performance, not on indicators of student learning.
d) In the Impact stage, the teacher is better able to focus on individual students
and their needs. Instead of being concerned about the evaluation of others,
he or she is mostly concerned with self-evaluation.

1.4 Relationship Between Professionalism and Professional Identity

Professionalism involves decision making and judgment-based practice.
Professionalism comprises more than rules; it is a fluid concept which is highly
dependent on context. Professionalism needs to be seen as a responsibility to
make judgments and decisions in the context of practice. Contemporary
professionalism needs to be underpinned by a professional identity. Professional
identity is about knowing what one stands for i.e., it means becoming aware of
what matters most in practice, what values and interests shape decision making.
Professional identity is closely linked to professionalism which is taking
responsibility for one’s action. So, thinking and acting as a professional are
underpinned by professionalism and a sense of professional identity.

2. CAREER DEVELOPMENT
Career consists of a period of time spent in a job or profession (Merriam-Webster
dictionary). Business dictionary defines career as jobs held and work accomplished over a
long period of time. Career is a general pattern of progress of a person as an employee. It
may involve one or more than one jobs held and evolving sequence of work sequence
(Kapena, 2006).

It is necessary to identify opportunities and constraints within the prevailing environment.

This will help you to focus your efforts on relevant areas and avoidirrelevant or out of date
aspects in the job market. Some of the questions that should be considered for setting
initial career objectives.
Setting initial career objectives
1. Do I really want to teach? If so, what do I want to achieve as a teacher?
2. What are my present strengths? Will they be utilized in teaching?
3. What are my present weaknesses? Are they likely to make teaching very
difficult?
4. What are the connections between my career and my personal life? Are
they compatible?
5. What is the highest priority in my life at present? (For example, is it to
teach a particular subject, to live in the same area, to be near relatives?)
6. Will I want promotion? If so, why? If not, why not?
2.1 Importance of Career Development
Teaching profession is a very challenging and demanding as the teacher is
concerned with the minds of the pupils. Teacher, as a professional, encounter a
number of challenges in their work life. In order to deal with these challenges
effectively and to perform the professional responsibilities in an effective way,
teachers must undergo through a pre-planned career development process.
Career development is continuous and systematic process. It is not merely a set of
unrelated random activities. It has clear goals and objectives. On the basis of these
goals, content and materials are selected for career development. When teachers
are trying to meet the professional standards for teachers (see section 5.4 of this
chapter), they have to undergo professional development.

2.2 Steps of Successful Career Development

a. Planning: For successful career development, proper planning is first most
important step. Planning involves setting objectives for your career i.e.,
what do you want to achieve in next 05 years in terms of personal and/or professional
development? Personal development may include your interpersonal and intrapersonal
skills whereas professional development may include further education, subject matter
and pedagogical knowledge and skills. For example, if you want to get higher
education or some refresher courses for pedagogical strategies or some short courses
for updating your subject matter knowledge or some personality development
workshop. You can finalize one or more objectives depending on your preferences.
Another important part of planning is to think about possible ways to achieve your
objectives? A refresher course, further education, reading related books, seeking
guidance of a senior colleague as a mentor, conferences, seminars, membership of
professional organization body e.g., Asia-Pacific Regional Network for Early
Childhood (ARNEC), Kappa Delta Pi (KDP), Online Learning Consortium (OLC),
ASCD: Supporting Educators Yesterday, Today and Tomorrow.
b. Self-awareness: Second important step is to know your strengths and
weaknesses. It may be related to individual (intrapersonal i.e., selfmanagement,
integrity, emotional intelligence etc.) skills, interpersonal
(listening, communication, negotiation, helping, caring, cooperation, collaboration)
skills and technical or job-related skills (i.e., command on subject matter and
pedagogical skills). National Professional Standards for teachers in Pakistan demands
knowledge, skills and attitude related to a variety of areas (discussed in detail in section
5.4 of this chapter).
 Whenever, a teacher plans for his/her career development, he/she must direct his/her
struggles for career development keeping in mind those standards. This step is also
called self-awareness (Donnelly, 2002).

c. Professional Opportunities: The next step is to improve in your weak areas

by adopting suitable strategies/opportunity e.g., if you need to update your pedagogical
skills, whether you can go for any of one, some or all of options
such as refresher course, or read relevant papers and books, and attend a seminar or
training workshop. Another way to become master in certain skills is to volunteer for
those tasks e.g., if you think that you are weak in budgeting, take responsibilities related
to budgeting for an event. This can help you to learn the areas in which you are lacking.
However, overcoming weaknesses in skills and experiences requires time, commitment
and effort.
An important point for utilizing a professional opportunity is that you need to be
selective about which opportunity you will avail. Not all professional opportunities can
be a wise decision to take. You need to think ask three questionsfrom yourself:
development, particularly in priority areas you have already identified for career
development?
iii. Would the position lead to other opportunities later, either directly or
indirectly?
Career development is a continuous process. Further, it is also a long term process
comprising of at least three years or more. It is a flexible process in which you
continuously assess what your goals are, where you are with respect to your goals, and
plotting new strategies and directions for your career.

Q. 2 Discuss “Right to Education” in national and international

context.
RIGHT TO EDUCATION IN PAKISTAN

Development of responsible, capable and conscious individuals and societies is not

possible without provision of educational facilities. Education is not only necessary for
every child but it is their basic right hence it is the primary responsibility of state to
enable its citizens to access education. Many countries has constituted by laws that
education is the basic and foremost right of every individual. Article 37 B of the
constitution of Pakistan stated: “the state shall remove illiteracy and provide free and
compulsory secondary education within minimal possible time”. In 2010, government of
Pakistan has also included Right to Education (RTE) through Article 25 A of the 18 th
amendment. Amendment to the constitution is the first step and it is necessary to make
law for its proper implementation in the country. The statement of Article 25 A is as
follows: “TheState shall provide free and compulsory education to all children of the age
of fiveto sixteen years in such manner as may be determined by law”.
RTE is recognized since the Universal declaration of Human Rights (1948) in its article
26 and UNESCO has adopted it as free and compulsory basic education for children from
1951. Education for All (EFA) is another international movement and a global
commitment for providing basic quality education to all children, youth and adults.
Pakistan is one of the signatories of EFA among 164 countries and government of
Pakistan pledged to achieve all 6 goals of EFA to be met by 2015. The year 2015 has
passed and this dream still yet to come true in Pakistan as we are far behind in achieving
the goals of EFA. Pakistan is also committed to achieve the Millennium Development
Goals (MDGs) of education by the year 2015 but this commitment could not be fulfilled
successfully in Pakistan.

According to UNESCO there are many benefits of education: literacy is a human right
and it is also a tool of human, social and personal development. Literacy skills are at
the heart of basic education for all. Basic literacy skills are essential for reducing the
rate of child mortality, achievement of gender equality in education and other fields,
eradicating poverty, controlling over population growth, and ensuring sustainable
development of the country. Sen (1989) states that quality basic education enables
children to have literacy skills of life and for continuous learners or lifelong learners. It
is also observed that if parent are literate they would send their children to school,
literate individuals are able to access more educational opportunities.
All of the educational policies emphasized free and compulsory education for children
in Pakistan but it could not be achieved in its true spirit. Now primary and secondary
education in Pakistan is free but there are serious concerns over its quality. Annual
Status of Education Reports (ASER) claimed that the quality of basic education in
Pakistan is miserable in the light of students’ performance in English, Urdu and
Mathematics.

3. EDUCATIONAL RIGHTS AND PROFESSIONAL WRONGS

Quality education is the basic right of children everywhere in the world so in Pakistan as
well. Quality education means a type of education where: students
learn from qualified teachers; they have opportunities to learn well and play well; they
feel comfortable in learning environment; they learn according to their pace of learning;
their views are valued; they receive positive feedback from teachers; they have good
relation with their teachers; they get proper attention of the teachers; they feel secure;
they are treated in respectable manners; their needs and interests are always taken
seriously; they have ample opportunities to grow well academically as well as mentally;
their confidence is build; they are loved; they are encouraged and motivated to go
ahead; they are prepared for future life; they have counseling services; they have more
experienced personalities (teachers) for guidance; they develop themselves as
individuals who are morally very strong; they have morally strong teachers to copy or
to observe as role models; they have opportunities to utilize their potential fully; they
have opportunities to interact with other fellows to develop healthy relationships; they
have opportunities to develop them physically etc. Children have lot of rights and
efforts should be made to fulfill these rights at state level as well as at community level.
As an agricultural country, Pakistani population is not homogenous and most of its
people reside in rural areas where provision of quality education is a great challenge.
 Due to absence of quality education and basic health facilities in rural areas
urbanization emerges as a serious challenge.
Professional wrongs mean all actions or behaviors of teachers which are not at par with
existing demand and need of time to prepare students for 21st century. We can high light
professional wrongs through following indicators.

If teachers enter into the class with smiling face; if they do not show enthusiasm with
profession; if they are not committed to their duties; if they do not know about national
curriculum and use it as guide for teaching learning process; if they teach students without
preparation; if they do not develop links between previous learning of students with new
learning; if they do not broaden and deepen knowledge base of students; if they do not
prepare students mentally for learning; if they do not involve students in learning process;
if they do not encourage students participation; if they do not value students point of
views; if they do not encourage and motivate students towards learning; if they do not pay
individual attention to the students; if they do not give proper feedback to the students; if
they do not build the confidence of students; if they do not develop links between new
learning and daily life of students; if they do not share updated knowledge of the subject
with students; if they do not share emerging trends and theories of concern subject matter
with students; if they do not consult their fellow colleagues and other experts; if they do
not ensure mastery of learning of subject matter; if they do not clear the misconception of
the students; if they do not quote examples from daily life for ensuring conceptual learning
of students; if they do not apply different teaching methods according to the nature of
topic; if they do not apply different teaching leaning strategies and tactics for student
learning; if they do not apply students centered teaching learning approaches; if they do
not apply innovative techniques of classroom management; if they do not develop the
skills and dispositions of students apart from knowledge; if they do not develop healthy
relationship with students; if they do not meet with parents for well being of their
students; if they do not use different learning resources in teaching leaning process; if they
do not invite influential from community to improve the overall environment of the
school; if they do not teach students according to their pace and capability; if they do not
help students to know their potential; if they do not identify hidden capacities of students;
if they do not provide guidance and counseling services to the students; if they do not help
students in their holistic
development; if they do not provide opportunities for students to grow
academically, socially, emotionally, psychologically, and physically; if they do
not exhibit strong moral character for students to copy etc. There are so many
other indicators which must be kept in mind while preparing teachers for
preparation of students for healthy and balance future life. Here are some
professional wrongs which we can observe in schools. These are reflected by
teachers when they:
1. Believe teaching is just a job
2. Arrive late regularly, have discipline problems, not sensitive to students’
culture or heritage, express biasness and indulge in paper work during class
instead of working with students
3. Do not address parents concerns properly and lacking in conflict resolution
skills
4. Use inappropriate language, ridicule students, always defensive, having
confrontations with students, and do not own what so ever occur in
classrooms
5. Inconsistent in approach of teaching, monitoring or other tasks

6. Enlist and implement strict rules for classroom and expect nothing fromstudents
7. Allow students disengagement from learning, unavailable out of classroom,
inappropriate complain, keep class unclean and disorderly, and remain
always unpredictable
8. Not plan lessons, do not keep record of students’ assessment, use single teaching
method, and do not engage students in learning
9. Have poor performance of students, give vague instructions for any task, do not
keep him/her self updated, use outdated material, do not become innovative, reluctant
to change and use poor and improper language.
10. Do not monitor students’ progress; do not allow questions during teaching, poor
link with students and parents, do not apply variety of assessment strategies and
ignore students having special needs
11. Give negative feedback on students work, unwilling to contribute positively in
overall mission and vision of school and submit reports (results, data, information,
minutes etc.) late

Key Points: key points of this topic are as follow;

1. Quality basic education as basic right of children
2. Pakistan commitment with international community for basic education
3. Status of Rite to Education in Pakistan
4. Students rights as students and
5. Professional wrongs of teachers
1. What is meant by educational rights and professional wrongs?

4. SCHOOLING
Schools are established to inculcate acceptable habits and behaviors in new
generation. It is also thought that individuals possess knowledge, skills for and
dispositions in schools where they interact with highly qualified, experienced and
knowledgeable personalities. Societies establish schools to preserve and transfer
their culture, traditions and customs to new generation. Curriculum which is
taught in schools actually reflects the overall national thinking. Every community
member needs to ask what are schools for? Like schools families have unique
role to reproduce societies of human beings and these families also create
conditions where human change themselves. School is not a mere building where
teaching learning process takes place but it is hub of all social activities. It is a
place where children interact with one another and with teachers, learn how other
think, how other behave, how other react and respond, how other do and how
other feel. This is a great place of learning for children. They learn how to lead a
well disciplined life. How to think positively and move forward? They plan for
future there, they gain knowledge, they develop their own community of
friendship etc. They develop mentally, socially, emotionally, psychologically,
academically and physically under supervision of experienced teachers.
 4.1 Purpose of Schooling
Purposes of schooling through the lenses of research are highlighted here. According to
Good (1999) “academic mastery in subject-matter achievements is an important goal of
modern schools”, social development of students is very crucial for successful and
productive life. Generally academic and social aims exist within educational system in
the world because one element informs the other. Broadening and deepening of
knowledge of students across different subjects/fields is generally given as primary
reason to attend schools. Inclusion of different subjects in school education is the base of
this aim. According to the National curriculum of Great Britain, the students must have
essential skills of
literacy, numeracy, information and communication technologies. Students should have
enquiring mind and capacity of rational thinking. Additionally the national curriculum
also asserts that personal development of children morally, socially, spiritually and
culturally plays important role in their capacity to learn and to achieve targets.
(http://www.nc.uk.net/nc_resources/html/valuesAimsPurposes.html. In
UK, addition to the academic purpose of schooling, character education is known as
personal/social education (PSE). PSE is supposed to be the strong justification of
schooling in UK. PSE is launched to develop character of the students as good citizens,
PSE also helps them to become productive members of their societies and it also enables
them to work in the best interest of public in UK. According
to Arthur (2003) the major aim of character education in UK is to instill virtues so they
become internal principles guiding both the students’ behavior and decision making for
operation within the democracy (p.2). It is also the responsibility of family, parents and
siblings, social and religious organizations, and schools to play their active role in
fostering good character. Such character includes traitsbut not limited to: self control,
respect for others, duty, industry, fair play and loyalty (p.5).

Schools and teachers can play significant role in fostering socialization skills in youth
for better citizenship (Cornett & Gaudelli, 2003). It is acknowledge that important
purpose of schooling is character building of students but there is huge debate on how to
improve the character of students (Feldmann, 2005). According to Yang (2005) in
eastern culture socialist approach is adopted in schools. Good (1999) claimed that
according to Dewey the purpose of schooling is greater than merely address the
academic achievement of students in different subjects. DuCharme (1993) stated that
according to the theory of Froebelianism, school is a mini-community which reflects the
larger and mature community in which it exists. In short if schools are not fulfilling the
needs and demands of the society, it means they are not on right direction, and
something, somewhere needs to be changed within schooling system. In Pakistan, all
National Five Years Plans and National Education Policies reflect the purposes of
education by setting education goals and skillful teaching force. Here as a glimpse, we
consult our latest National Education Policy (NEP), 2009 according to which The
Planning Commission Government of Pakistan as set a Vision for
“Our education system must provide quality education to our children
and youth to enable them to realize their individual potential and
contribute to development of society and nation, creating a sense of
Pakistani nationhood, the concepts of tolerance, social justice,
democracy, their regional and local culture and history based on the
basic ideology enunciated in the Constitution of the Islamic Republic
of Pakistan.” (NEP, 2009 p. 20)
129

NEP has set following aims of education in Pakistan which are also guiding
principles and reflect the national thinking at state level for schooling. These aims
are as follow;
1. Revitalization of existing system of education for catering spiritual, social
and political needs of individuals and society.
2. Sharing of information about our national ideals who led this nation to win a
separate homeland and strengthen the basic Islamic ideology.
3. Inculcation of national unity and nationhood in Pakistan and promotion of
desire to make this country a welfare state.
4. To enable the youth to promote cohesion and to display respect for all
faiths/religious diversity.
5. Promotion of social and cultural harmony through education.
6. Provision of equal educational opportunities for all without distinction of
caste and creed and ensure involvement of all citizens of Pakistan in
national progress.
7. To enable our children to become self reliant, analytical and original
thinkers and productive member of society and a global citizen.
8. Develop total personality of children to make them dynamic, creative and
capable of facing truth.
9. To enable children committed to democratic and moral values, respecting
basic human rights, accepting new ideas, responsible towards duties and
production member of society for common good.
10. Raise the quality of education for revival of confidence of common people
on public education system by setting high standards of inputs, processes
and outputs along with institutionalizing effective monitoring and
assessment system.
These are the aims of education which are directly relating to the schooling
system. These aims can only be achieved when quality education will be ensured
in schools.
 Q. 3 Teacher education is confronted with multiple challenges in
list 21st century. Give suggestion to overcome.

Teacher Education:

The purpose of teacher education is to produce teachers who have professional competencies. The
role of teachers is no longer confined to teaching alone. They need to be thorough professionals, fully
equipped with high academic standard, pedagogical and practical skills. In this age of globalization,
we need to make thesystem of teacher education more innovative and futuristic in order to respond to
the changing demands of the society. To maintain the standards and to update the quality of teacher
education we require commitment and training of people concerned.
Teacher educators thus have to be motivated enough to plan for their own personal and professional
development. They are expected to take responsibility and take charge for their own learning and
development. As such self-disciplineand self-regulation are the key factors responsible for success.
Effective teacher education prepares new teachers for a role which is both complex and demanding.
Accomplished teaching simultaneously involves command of subject matter and how to teach it to
diverse students. Putting all this into practice on a daily basis is extremely demanding in the age of
globalization (Kaur, 2010).
The basic role of teacher education is to:
Train teachers to teach pre-school children. Train teachers to teach primary school children.
Train teachers to teach secondary school children. Train teachers to teach highersecondary children.
At all these levels besides having mastery over the subject to be taught the teachers also require
different skills like – identifying the needs of the learner, selecting appropriate methods of teaching and
learning aids etc. Besides these they also need to have catered to the all-round development of children.
The role of teacher education hence has a very vital role to play as its products go and work right from
the grass root level of the society.
As we move ahead in the 21st century with LPG as our driving theme our entire focus should be on our
product. What we need to emphasize is the quality by giving the necessary self-confidence through
competence both in theory and its application. Both should be inter-linked so as to make his learning
effective and applicable in his real life too. Our aim should be to make him face the real challenges in
the life. Teacher education should concentrate on making our teacher’s techno savvy. We need to use
the technology for our own benefit.
Teacher education should develop multi-skills among our teachers so that they are able to use
technology in the teaching-learning and also participate in the process of creation of new knowledge.
Teacher education also needs to look into innovative ways of evaluation along with teachers learning
(Vartak, 2004).

Challenges in Teacher Education:

Quality assurance: With the increasing participation of the private institutions and the ever rising thrust
on autonomy for the existing institutions, it is imperative that demands would be made on quality
assurance.
Professionalism: Though we regard teacher education as a profession, we are different when we
compare ourselves with the other professions like medicine, engineering etc. We are still tentative about
the importance of the pre-service and in-service training in acquiring the required knowledge and skills
by our students. The one year training program a pre-requisite for becoming a teacher is rigorous no
doubt, but it is somewhat rigid. We are more driven by the form of the course rather than the content.
Ability to generate new ideas, commitment and dedication in our work is essential to make ourselves
professionals.
Technology: We want to introduce new technology in teacher education.
Introduction of ICT and computer training in our course is a step in that direction. The experience so far
shows that teacher educators are not adept at using the computer in the teaching-learning process since
their recently acquired knowledgeis restricted only to the use of standard software applications. We need
to become more focused on the systematic use of technology for making the teaching learning process
more interactive and enjoyable. Technology should be harnessed for increasing our participation in the
process of creation of new knowledge.
Attracting Talent: Attracting talent into the teaching profession remains one of the major challenges
before us today. The number of merit holder students opting for teaching profession is very few. We
need to reflect this situation. There is always a talk that the teachers have to keep themselves abreast
with the latest trends, knowledge and skills through self-study, be innovative and creative through
participation in varied academic activities and research. This is possible only if we can attract talented
people in the profession who are self-motivated andself-inspired.
Evaluation system: Generating a reliable evaluation system is another important challenge before us.
Teacher educators need to look into innovative, objective, open and transparent methods of evaluation
which will test the application of knowledge along with the comprehension. We should encourage pupils
to face competitive exams effectively.
Equity: The greatest challenge before us even today is the search for equity. Equity refers to the equity
in the development of all abilities of the individual and it also means the equity in the development of all
the strata of the society. Head, Hand and Heart are three powerful tools given to everyone by God. But
today weare becoming a knowledge society.
Need of the present study: The standards of learning are influenced strongly by teacher’s capacity,
understanding and skills. School education can achieve the intended objectives of national
reconstructions only if there are corresponding reflections of the same concerns in the programs of
teacher education, as teacher it is the pivot on which the outcomes expected of any educational system
can blossom.
Research has shown that good teaching makes a big and qualitative difference in students learning with
the help of its effectiveness, efficiency and competency. An important demand for the achievement of
the cherished goal of having a goodand effective teaching system is a mechanism that could work for the
development of course, instructor and learner (Singh, 2007).
The quality of pre-service and in-service teacher education also needs to be upgraded. Teacher education
is stepping stone in the building of future teacher and tries to in build qualities in teacher. Hence there is
urgent need to developnew models of teacher education.

2. TEACHING PROFESSION AND ODL

Now that most countries have made solid progress towards the achievement of universal primary
schooling by 2015, the world faces two other major educational challenges. The first, which results
partly from the success of the campaign for primary education, is to give older children and young adults
opportunities for secondary schooling. This is a massive task. One estimate puts the number of12- to 17-
year-olds who are not receiving education at 400 million (Binder 2006).Scarcely less daunting is the
second global challenge which is the need to recruit and train many millions of teachers. UNESCO
estimates that some 10 million teachers must be recruited and trained in less than a decade. They will b
needed to: replace the large numbers of teachers due to retire in many countries; complete the drive to
universal primary schooling, particularly in Africa and South Asia; and address the challenge of
secondary schooling (UNESCO 2008). Teacher education and open and distance learning (ODL) are
separately complex and critically important fields of endeavors. Used together, they have the potential to
enhance the effective, efficient and equitable provision of education and to maximize access to such
provision by various categories of disadvantaged learners.
Why is it so important to use ODL to design, implement, evaluate and enhance teacher education? A
useful starting point is the aspiration of Education for All(articulated in declarations in Justine, Thailand,
in 1990, and in Dakar, Senegal, in 2000), and accompanied by a stated international commitment to
achieving Universal Elementary Education (Daniel 2009; Dyer 2009).
If we turn to the six goals of Education for All as outlined in the Dakar Framework for Action
(UNESCO 2000), we perceive some of the complexity of the challenges facing efforts to attain those
goals:
1. Expanding and improving comprehensive early childhood care and education, especially for the
most vulnerable and disadvantaged children;
2. Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those
belonging to ethnic minorities, have access to and complete free and compulsory primary education of
good quality;
3. Ensuring that the learning needs of all young people and adults are met through equitable access to
appropriate learning and life skills programs;
4. Achieving a 50% improvement in levels of adult literacy by 2015, especially for women, and
equitable access to basic and continuing education for all adults;
5. Eliminating gender disparities in primary and secondary education by2005, and achieving gender
equality in education by 2015, with a focus on
ensuring girls’ full and equal access to and achievement in basic educationof good quality; and
6. Improving all aspects of the quality of education and ensuring excellence of all so that recognized
and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life
skills.”
While these are clearly highly diverse statements of intention traversing a widely ranging terrain, they
are linked by a common reliance on a highly skilled teachingforce attentive to the specific needs of these
various categories of learners, and able to deploy strategies that are successful in meeting those needs.
This reliance in turn relies on the teachers’ own learning needs – in terms of initial pre-service training
and continuing professional development – being fulfilled. Yet, as illustrated by the difficulties facing
teachers working with Nigerian nomadic pastoralists (Umarand Tahir 2009), these requirements
generate demand for high quality teachers that cannot easily be achieved at individual, provincial and
national levels using conventional face-to-face, campus-based teacher education strategies.
While it is important not to see ODL as a panacea that can redress existing socioeconomic inequities and
political instability easily, the opportunities for largescale educational provision afforded by information
and communication technology (ICT) and other technologies deserve to be recognized and considered
carefully. Moreover, it is not only the technological dimension that is significant: ODL is designed to
break the demand for face-to-face attendance at particular institution, which places additional obstacles
in the way of streamlined access to such education. This form of learning is therefore intimately
connected to efforts to democratize educational provision. Again, enthusiastic and energetic teachers are
needed, both as participants in and as purveyors of ODL.

Thus, it is essential to strengthen and expand existing teacher education systems particularly in
developing countries if they are to address the current and projected shortfalls in teacher supply
adequately and thereby facilitate the attainment of the goals of Education for All by 2015.
This important point was encapsulated in a 2009 report by the UNESCO Institute for Statistics (USIS),
projecting the Global Demand for Teachers: Meeting the Goal of Universal Primary Education by 2015.
According to the report, 10.3 million teachers will be needed worldwide by 2015 if universal primary
education is to be attained. Sub-Saharan Africa faces the most severe teacher shortfalls. TheUSIS report
(2009,p. 15)observed that:
“Of the 10.3 million teachers needed, 8.1 million will be deployed to maintain the current capacity of
education systems (i.e compensate for attrition). About 2.2 million recruits will be needed to expand
education systems in order to achieve UPE [Universal Primar
 Education] …. In other words, one in five teachers that need to be hired by 2015 will be part of global
efforts toward EFA. This reflects the massive investment which is required by governments. This
perspective highlights the dramatic burden for sub-Saharan Africa.
The region needs to recruit and train about 1.1 million teachers to maintain the current situation in the
classroom, which already falls short in terms of education quality. But to attain UPE, these countries
must recruit an additional 1.3 million teachers, bringing the total to2.4 million. In short they will need
to recruit almost as many teachers in just eight years as are currently teaching in classrooms across the
region.”
This huge need for teachers in Africa and other developing countries is alarming if viewed in the
context of the limited capacity of teacher education institutions to address it while simultaneously
upgrading the large proportion of untrained or unqualified teachers already in the system and
providing adequate opportunities for teachers’ continuing professional development. As Umar (2004,
p. ii) summarized the situation: “Teacher recruitment, retention and professional development are
increasingly becoming the key issues in the quest for adequate supply for teachers at all levels of
education.”
All of this reinforces the potential value of ODL for teacher education, and indeedmost governments in
Africa and other developing countries recognize the possibilities of ODL in helping to address the
severe teacher gaps in the irrespective countries. This is partly because the experiences of many
developed and developing countries have shown that, if properly organized and managed, ODL can
enable countries to train a larger number of teachers in a shorter time and with lower costs than can
conventional campus-based teacher education.
The work of Robinson and Latchem (2003) and the international case studies on the use of ODL for
teacher education in Perraton et al. (2007) indicate that ODLis increasingly being used to:
 provide cost-effective pre-service and in-service teacher education;
 support school-based pre-service and continuing professional development programmers for
teachers;
 upgrade unqualified teachers and enable qualified teachers to acquire higher teaching
qualifications;
 provide teachers in remote or rural areas with access to professional training, thereby meeting their
continuing professional development needs;and
 Ensure quick dissemination of information to large numbers of teachers about curriculum
innovations, new teaching methodologies and practices,and new professional standards for teaching.
This snapshot illustrates both the complexity and the urgency of enhancing the intersection between
teacher education and ODL.

Q. 4 Explain importance of social and cultural context in

teaching learning process.

1.1 Importance of the Social Context of Teaching and Learning Social

interactions between student and teachers contribute to create healthy learning process and it
has implications for both student development and teacher development. Numerous
researchers have found that the teacher-student relationship can have positive effects on
student development, academic achievement, and cognitive development, determination in
higher education,
students ‘personality development, and educational aspirations (Pascarella, 1980; Terenzini &
Pascarella, 1980 Volkwein, King, and Terentini. 1986). . Teacherstudent interaction is more
significant if it is linked with students’ development.
Social context provide the opportunities for meaningful advisement, development of
friendships, and testing of ideas and talents.
Latest reviews of the literature that aim to identify the principles underlying teaching and
learning have authenticated the significance of the social context.
An early pioneer Rogers (1969) found that the facilitation of meaningful learning based upon
certain attitudinal qualities which exist in the personal relationship between the teacher and
the learner. Rogers (1969) argued that learning does not only depend upon the teacher’s
leadership skills, mastery of content, planning skills, integration of technology, programmed
learning and books. It shows, there has been increasing recognition of the importance of the
social context.

The key characteristics of successful teaching fall naturally into two main categories in which
the interpersonal relation and clarity of presentation (Lowman, 1984). The literature on
teaching and learning gives them about equal weight in their influence on teaching
effectiveness. Seven principles of good practice in undergraduate education were extracted
from fifty years of research on teaching and learning. These seven principles showed that
good teacher encourages contacts between students and faculty, develops mutuality and
collaboration among students, uses active learning techniques, gives quick feedback,
emphasizes in time completion of task, communicates high expectations, and respects
individual differences and other ways of learning.
Many of these general principles are related to the social context of teaching and learning.
This study supported by the American Association for Higher Education and the Education
Commission of the States (Chickering & Gamson, 1989).

1.2 Learner-Centered, Self-Directed Instruction

Rogers (1983) has reviewed experiential literature to support the conclusion that student
behaviors such as talking, participation and instigation and teacher behavior such as smiling,
realization to student’s self-belongingness and students’ autonomy all promote effective
learning and personal growth. Recent research has implied the power of the social context on
learner-centered instruction. Teachers’ smiling and joking-has a significant positive influence
on the interpersonal climate, even when students are sitting and listening to lectures.
Cranton and Hillgarmer (1981) found such characteristics as teachers’ enthusiasmand rapport
to be responsible for better learning and a more positive attitude toward teaching. Later
Murray (1983) and Erdle, Murray, and Rushton (1985) have found that teachers ‘sense of
humor expressed in lectures are correlated with high student ratings. According to Greeson,
(1985, 1986, 1988), effective social arrangements are different ways that teachers and
students relate to one another it is not merely things that teachers do. Further, Greeson’s
studies are concerned with the broader social arrangements between teacher and student. His
examination of teachers’ and students’ behavior under both student-centered and teacher
centered instruction indicates that student-centered instruction can enhance the dynamics of
interaction between teachers and learners in classroom settings. In student-centered
classroom increase the responsibilities of learner and make them self -responsible towards
task completion. Student -centered approaches are popular today as a welcome corrective to
other methods; their popularity attests to how skewed instruction in higher education has
become toward teacher-centeredness.
1.3 Cooperative Teaching and Learning
An instructional strategy in which students work in a small group to achieve the common
goals is called cooperative learning (Cooper & Mueck, 1989). This perspective is currently
moving from K- 12 into higher education promises to bring change dramatically the social
arrangements between teachers and students.Mill (1990) has summarized the main features of
cooperative learning.

There is interdependency of group members in cooperative learning. Learners accountability

in which no student can get spare from group members, because course grades largely reflect
individual learning. Groups are formed on the bases of heterogeneity in which mixed ability
students differences in learning abilities, cultural diversity, and gender. Leadership skills in
group work are designed to build team skills and social skills to help students engage in
cooperative interaction and show mutual respect. Slavin (1989-90). Research on cooperative
learning documented its advantages for K-12 settings. However, recent collegebased research
have also supported similar conclusions in which cooperative
learning is more effective, more fun, and leads to greater student involvement and cooperative
group skills (Millis, 1990).
This paradigm of cooperative learning has shifted the role of teachers becomes facilitator
rather than the lecturing authority (Finkel & Monk, 1983). Teacher’s role is expanded beyond
the typical product model of simply presenting information and evaluating (Schon, 1987).
Now the teachers, main role is to facilitate-to set tasks for the group and guide the group
toward cooperation and
interdependence. The teacher’s role in cooperative learning has been linked with Rogers’s
client-centered theory (Hassard, 1990). It entails a conscious shift of perspective on the part
of the teacher towards the cooperation and facilitation of instruction by keeping away from
authoritarianism. Teachers remained successful in securing and creating well-designed, team-
oriented tasks for learners who haveincorporated this philosophy into their classrooms.

1.4 Communication Theory

Watzlawick, Beavin, and Jackson (1967). They argue that “every communication has a
content and a relationship aspect such that the latter classifies the former” (p. 54). Possibly
the most relevant treatment of communication for our purposes isthe social interaction theory.
The meaning of a message is inherently dependent on this contexts consisting of human
relationships. Simpson and Galbo (1986) has applied this theory to the classroom who discuss
the influence of relationships on communication. Simpson and Galbo (1986) argue that if the
quality of the relationship is as important to communication then the association between
teacher and students is important to efficient communication. Furthermore, it seems that
communication make relationship stable that directly contributes to effectiveness. (Pascarella,
1980) Explained perhaps this is why informal interaction between teacher and students is
linked with positive outcomes.
Another idea Simpson and Galbo (1986) applied to teaching and learning from the
Watzlawick theory that any communication is a function of the unique interaction at the time
it takes place. The quality of particular interaction is determined by the time of encounter and
the contextual situations in which communication occur between individuals.
Therefore, quality of a particular interaction is not predicable. Thus, teachers cannot decide
with certainty that how students will respond to the various parts of a learning. Teachers must
rely upon information obtained through interacting with students during the class to
determine some of the ultimate specifics of instruction (Simpson & Galbo, 1986). Seeking
and using information on the spot during teaching is a high level professional skill Teachers
required high professional skills to seeking and using information on the spot about their
students that is little understood and poorly researched, according to Simpson and Galbo
(1986). Effective teachers know how to use their personalities to inspire and stimulate
connections between students’ previous experiences and the subject matter. Teachers’
personality is viewed as the instrument of instruction. Researchers seek methods that are
independent of personality.
Simpson and Galbo (1986,) turn the traditional assumption on its head. Much of the research
about classroom instruction has attempted to control the teacher’s personality as a variable.
The more productive course of action may be to control for method and to make the teacher’s
personality the experimental variable.” Jones (1989) found that the students of different ages
and institutions typically report two indicators which they linked with good teachers. These
two factors include technical and person logical. Person logical factor gained much more
importance as it help the students to achieve the feelings of self-worth. Teachers’ personality
is an important and valid factor. Students rating of effective teachers’ competence depend
upon the perceptions of teachers’ personalities as well as of their technical competence
(Jones, 1989).Teacher-student relationship has gained much importance in educational
process (DeVito, 1986). Relational approach to teaching can be best understood and
improved by defining it as a process of relational development. DeVito (1986) presents nine
relationship skills highlighting openness, sympathy, supportiveness, fairness, collaboration,
trust and interaction-that can help teachers to enhance their effectiveness. Teachers should
able to build relationships between student and teachers. They should encourage meaningful
dialogue and serve as a role model. Teachers should be reflective and be able to able to
relinquish control to students.

Feedback is another central theme of communication theory. It is considered one of the

dominant mechanisms of experiential learning and action research (Kolb, 1984), sensitivity
training (Lakin, 1972), and laboratory methods of personal and organizational change.
Descriptive feedback enhanced both teaching and learning that occurs in the course of
interaction between teachers and students (Schein & Bennis, 1965). Interaction in group is
linked to feedback. This is true in the dynamic teacher student relationship as in tutoring or
advising and in the classroom group(Billson, 1986). When students are given the autonomy
to define issues, problems, and projects, work can be broken into discrete blocks that can be
targeted, attempted, and mastered, with many opportunities for immediate feedback,
criticism, redirection, and consultation. The cognitive aspect points the critical role of
feedback plays in mastery learning (Guskey, 1988).
Other aspects focus on making goals more transparent to students. Cross (1988) Cross &
Angelo (1988) research indicated that teachers and learners cannot share responsibility for the
effectiveness of education if the learner has no idea of the goals planned by the teacher and
the teacher has no idea of how the learner is progressing toward those goals. Teachers do not
always like to teach they asked inthe test while students tend to study what they think will be
tested.
Teachers remain busy to cover the whole content and learners are busy in psyching out
exams. This gap between teaching and testing presents and hindrance to the sharing of
responsibilities and to teacher-learner collaboration. The best way to bridge this gap and to
bring learner and teachers into collaboration is to use a technique that teaches and assess
students simultaneously. For instance, requiring students to practice critical thinking as part
of a learning exercise can both teach the skill and test it. Learning goals cannot be clearly
articulated unless they are well defined and assessed. Cross and Angel (1988) present over
forty classroom assessment techniques that double as teaching tools. one of the tool
recommended by cross (1988) developed at Harvard called the Teaching Goals Inventory
(TGI), intended to help teachers clarify their teaching goals.

In addition to this she is now designing assessment measures, these measures will help
teachers regulate how close students are to achieve the goals. Recent research indicates that
the use of learning contracts to encourage sharing of responsibility for learning is not new,
that they may provide a useful way to teach students some self-directed learning skills
(Knowles, 1975; Rossman, 1982).
Research showed that interactive learning experience helps students to achieve their
educational goals enables them to identify the resources required to complete different kinds
of tasks (Caffarella & Caffarella, 1986).Curricular changes can be improved by students
feedback, shared responsibility to empowering students and development of written material.
However the role of students in these areas is not highly encouraged by the teachers. Teachers
usually do not believe that their lectures or course materials such as outlines and syllabi could
be improved by student input. Menges and Brinko (1986) research indicated there are
evidences that both lectures and the design of teaching materials (Medley-Mark and Weston,
1988) can be greatly improved by the help of student feedback, cooperation, and assessment.

2. CULTURAL CONTEXT
The progressive approach change in the schools was occurring in the most recent decade of
twentieth century. Educators have found themselves capable to expand the nature of training
and enhance results for students so as to make a more talented and instructed work
environment. Levin (1998) has referred to both created and creating economies alike an
approach pestilence which is conveyed by operators, for example, the World Bank and the
OECD. Because of this strategy instruction is consider as a key fixing in the national
financial advancement procedures. Certain elements have made national legislature of
western industrialized countries concentrate on the nature of their necessary tutoring
frameworks. These components specifically are moves in social dispositions and normal
auxiliary issues, for example, changing work designs, maturing populaces, youth joblessness,
neediness, avoidance and the osmosis of financial vagrants.
In 1991 Maastricht Treaty has set instruction under the specialist of the European Union (EU)
inside the Europe. National training frameworks are feeling obligated to take part in some
type of rebuilding and realignment, in spite of the guideline of subsidiary which implies that
EU law must be surrounded in connection to existing national needs and practice. Both in
Europe and past, an intense talk has guaranteed that the market, managerialism and
performativity have consolidated to make what Ball (2003) has alluded to as three
interrelated 'arrangement advancements' which have been utilized to control crafted by
educators and the execution of schools.
These adjustments in the direction of instruction frameworks have incited observers to guess
on the effect which such changes are having on the wide range of instructors' work and the
degree to which they can hold their independence as experts (Apple, 1986; Ball, 1994;
Hargreaves, 1994; Robertson, 1996; Helsby, 1999; Smyth, Dow, Hattam, Reid, and
Shacklock, 2000). Sadly, an inclination for some approach research to concentrate on either
the meta-story of significant moves in the control and administration of training frameworks,
or the assessment of individual activities can fortify an administrative point of view of the
strategy procedure. Age and execution have been developed as unmistakable and separate
'minutes', with age took after by usage in an immediate, straight manner.

This can offer ascent to an auxiliary functionalist way to deal with approach investigation
which searches for confirmation of 'data sources' and 'yields' and expect a shut arrangement
of basic leadership (Bowe and Ball, 1992).
Strategy moves toward becoming what government does, expecting a reasonable, 'top-down'
and robotic process in which usage is clear and unproblematic. Such a view appreciates what
occurs in the 'black box' of usage, and puts less accentuation on the part of the included
onscreencharacters or 'road level officials' (Lipsky, 1980) who can impact, or
subvert, arrangement during the time spent execution.
The ensuing area talks about the effect of approaches on the components included. These
elements may differ significantly because of the specific social setting inside which they are
arranged. Thusly, a strategy which might be worldwide in inception can be interceded by
national instructive factors, for example, societies at school and educator level, bringing
about altogether different elucidations and reactions. Organization and structure both
coordinate to deliver new elucidations of educators' work in various social settings. It is
especially critical not to limit the pretended by educators' convictions and qualities in
translating, obliging state approach. So as to see this case this part audits near discoveries on
educators' work in a few European nations. near discoveries on educators' work drawing
especially upon a program of expressly relative research which has analyzed the effect of
national approach change on instructors' work and expert character.
 Q. 5 Describe general principles of ethics in teaching. How these are
practised in our educational institutions.
GENERAL PRINCIPLE OF ETHICS IN TEACHING
3.1 Justice
An action is considered to be right when all people treating fairly. Justice is mainly related
with the duties and rights of all stakeholders and its emphasizes the fairness and equity of an
action (Dempster & Berry,2003).
3.2 Care
The care perspective emphasizes empathy and caring as well as the network of relationships.
An action is right when it satisfies stakeholder’s needs and desires and leads to their growth
(Feng, 2011).
3.3 Utilitarianism
Utilitarianism perspective is concerned with outcomes. It emphasizes that the consequence of
an action determine its moral worth. An action is right because it leads to the greatest good
and the least bad on the basis of utilitarian considerations. Teacher, principal should always
act to maximum benefit of students and minimum harm for the greatest number of
stakeholders (Feng, 2011).
3.4 Critique
The critique perspective emphasizes decision makers’ recognizing inequities in both schools
and society. An action is right when it leads to equal opportunities for stakeholders by
breaking oppression, privileges, and inequalities. School leaders should critically reflect on
the ideology that people take for granted and probe unreasonable details when making
decisions. Overall, the focus of this

perspective is on addressing inconsistencies and inequalities in life to achieve real social

justice.

3.5 Virtue
The virtue perspective emphasizes a person’s moral character. Virtues are a person’s
disposition to act in a certain way and are cultivated by practice in daily life to facilitate a
certain way of acting and living.

4. ETHICAL ISSUES PERTAINING TO THE ROLE OFTEACHER

Teaching is associated with physical, mental, social, psychological and moral upbringing of
students. Teacher plays a significant role in development of all aspects of life. The demand
from the teacher increases when she is performing her duties that what is the major
responsibility of teacher? To answer this question considered the major assumption which
society expect that teacher is a moral agent. Teacher is a role model; he/she has to perform
according to therequirements of cultural or traditional values. Carr, (2000) stated, the teachers
are conceived as the representative or custodian of a specific set of civilized standards and
value predicted on a traditionalist idea of education as the transmission of culture.
Teachers play multiple tasks in daily life; an imperative role is transmission of morality
towards next generation. Teacher performs moral duty formally and informally, he/she is
considered to be same role inside and outside the classroom. Ways to transmit moral
messages:
  Show moral and ethical behavior himself
 Model good behavior and attitudes in classroom
 Story telling
 Respecting students
 Peaceful environment
 Being nice, polite and thoughtful
 Well behaved
The moral duty of teacher:
 Handle students with care
 Positive relationship with students and other staff members
 Acting best interest of students
 Classroom environment (Catherine. E, 2011).
 Knowledge and expertise of teacherss
 Academic and theoretical knowledge
 Cultural custodian
 Facilitator of inquiry
 Communicator, management, organization for effective teaching (Carr,2000)
 Using rapid incremental innovation
 Empowering others
 Emphasizing thinking over memorizing
 Applying knowledge
 Fitting one’s teaching to one’s own style
 Maintain dignity of the student
 Fairness
 Responsibility (Joyce & Rober, 2003).
4.1 Ethical Role Pertaining to the Role of Teacher
4.2 Moral Person
Campbell,(2013) presented notion of teacher as a moral person. Teacher conveys his/her
thoughts, ideas, values to next generation deliberately or in deliberately.
The all positive and negative aspect of teacher personality is being part of
student’s personality. So, it is necessary for the teacher that he/she possesses good ethical
attributes. Now days, it is a big ethical issue towards teachers responsibility.
4.3 Moral Educator
Teachers does not always been a good moral character. While this is the process exchanging
these virtues to their students. Teacher should consider consciously
that students are gaining these ethics directly or indirectly.
4.4 Student Teacher Relationship
Teacher deals with students in their daily life, in these days student teacher relationship is not
based on attitudes, intentions and good moral values.
4.5 Self Awareness
Awareness of what is right and wrong? This should be part of teacher’s character that he
knows what the criteria of being right and wrong.
4.6 Fairness and Care
It is the right of students to treat students evenly, fairness in dealing day to day activities,
conversations, and teachings. Provide opportunities to every student fairly. It is mandatory for
teacher:
 Enforcing school and class rules
 

 Marking and assessing students
 Displaying their work publically
 Assigning tasks
 Granting favors
 Calling on them to respond to question in class
 Arranging them in groups and seating patterns
 Engaging them in personal exchanging with individuals
 Assigning and enforcing teat dates and homework deadline.
 Participation of all students in performing classroom duties(tiding up room, row
monitoring, cleaning the black board)
 Same students does always do the same duty
4.7 Formal Responsibility
The formal responsibilities of teacher are an immense ethical issue for the whole educational
process such as at planning phase, classroom management and classroom control.
Teacher formal responsibility in terms of:
 Academic objectives
 Efficiency strategies
 Control techniques
 Effective planning (selection of reading material according to the wellbeingof students)
 Structuring lessons
5. ETHICAL ISSUE PERTAINING TO EDUCATION
5.1 Right to Education
Due to the importance of education in Islam, The Holy Prophet (PBUH) said: “Getting
knowledge is obligatory to every Muslim man and woman”. It is the moral duty of
government and concerned authorities to provide opportunities forstudents.
5.2 Should Teacher Students be Friends?
Schooling is the act of interacting people with each other towards the mutual goal. Here the
related persons are student and teacher. Nowadays, the renowned philosophy of education
leads towards the friendship relationships of student teacher. But, the addressing question
here is that should teacher exceed the limits or should provide some measures to maintain
positive relations.
5.3 To What Extent Help is Required?
This issue is more considerable that is more required in relationship of principals,
teachers and students.
5.4 Communication
Communication is the heart of any educational process whether it is carried in classroom or
beyond the classroom. Being polite and humble can uplift the ethicalenvironment of schools.
5.5 Conflict Management
Conflicts can be easily resolved, by adopting ethical frameworks.
(www.miamiherald,.com/news/locals/ethics)
5.6 Language of Learning
Biesta (2006) found concept of the language of learning. In this regard, he has identified four
contributing trends which influence on ethic in educational system:
1) new theories of learning which shifted the attention to students and their activities rather
than teachers and teaching, where learning became more central and teaching conceptualized
in terms of facilitating learning;
2) postmodern doubt framed education as a modern project in need of questioning;
3) the growing market for non-formal adult learning as a mainly individualistic activity has
made use of the word learning
4) with the destruction of the welfare state the relationship between governments and
citizen has bee, in many cases, re-conceptualized into an economical relationship between the
provider and the consumer of public services. All of these trends contribute to rise of the
language of learning. Above mentioned trends in education narrows teachers’ possibilities for
professional influence on the educational system.