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Importance of developing cultural and ethical development of students

Discuss the concept of educational approach?

Over the past few years the concept of educational approach has undergone a serious change by deterring the problems. Bezzina (2006) has mentioned that the educational care in these days is given the most important power. Vision of better schooling approach is the cultural approach which leads to develop both the cultural and ethical development of the students (Leigh & Ryan, 2008). Preparing the teachers with intensity to manage the students both mentally and psychologically leads to the substantial support. In this essay, the essayist is going to refer to a proper scenario to develop the psychological ethnicity of the student. The researcher is going to be more specific in the approaches. The focus of the task is centered on how a teacher can be able to establish the professional identity amidst of severe challenges.

The process of becoming teacher has developed over time by enacting and nourishing the skills, knowledge and values. It is mandatory that a teacher has to be psychologically connected with the students. Churchill et al. (2013) appears to have stated that the basic duty of a teacher is to develop the ideality of a student which help him to prosper the difficulties in the life. Bantick (2010) has critically mentioned that the process of learning to teach the students is a professional attribute which accosts in managing development of the nature of the student. The meaning of teaching is not only letting the students to be educated, but it also targets at developing of the propositional ethics. A teacher is able to develop its professional identity though the noble social work that he or she has been given. Evetts (2009) is of this view that creating the identity of a teacher among the students is literally a tough task which needs to have some improvised motivations. Belief and ethical jurisprudence play the most effective role in order to manage the effective influential factors. Apprenticeship appears to be the essential component which helps the fresher teachers to create their identities in the job (Lagowski, 2005). What is really essential in this approach is to undergo the actual concept of teaching. Familial and childhood experiences are the most identical approaches which states in the development of the conception of teaching.

The collective approach of a teacher leads to the stereotype emergence of the developing management which engages in development of the psychological manipulation of the students. This helps in the development of the professional attributes. Maintaining the cultural impulse for a teacher leads to engage in more forwardness (Brouwer & Korthagen, 2005). The approach of a teacher in engagement of learning leads to more efficiency. The image of the teacher is more pivotal and detrimental that helps in developing the organizational ethics. For a teacher looking after the kids intends to pervade a wider range of professionalism. Metcalfe & Game (2006) mention professionalism of a teacher becomes successful when a teacher becomes a role model of a student. Demonstrating the professional attitude manifests a teacher to be a unique in its approach. It is necessary that a teacher should be a leader that guides the students through the uncharted sea to a destined harbor. With the skill based theoretical knowledge, a teacher, at the same time is needed to have affluent knowledge of practicality (Marsh, Clarke, & Pittaway, 2014). In contrast to the sociological concept of teaching development, the role of a teacher leaves a more perturbed effect.

Developing psychological approach for professional teacher identity

In the current scenario Christina at the initial stage has been seen to be involved in some other profession, however, later shifted to teaching profession. Christina has mentioned that she at the beginning was more focused on the lesson plan which later had proved to be a false notion. Therefore, she later transformed to be student centric and become potential in her approaches to be let the students be familiar with her. She has been seen to learn more thinks with the students as the days pass by. This is how she could easily circumvent the earlier problems of “knowing nothing”. It can be stated after Matuska (2013) the process of learning of a teacher does not stop after he or she starts her professional career, rather it begins with each day passes by. To cope up with the different difficult situations a teacher needs to be innovative as well. It needs to be critically identified that the theories may not always be transformed into practicality. In the case of Christina it proves to be genuine. The psychological approaches of Vygotsky although appears to be a quite genuine approach for the teachers to teach the students, however, this theory cannot be sophistically applied for the development of a student. A teach as Christina has pointed out is needed to be laconic and summative in the approach and must be an inspiration to the students. The professional development of the career is essentially helpful with an intense and underpinning approach. The teacher and student approaches are thereby can be stated more professional in the career approach.

Christina has eloquently stated that application of a single theory may not look to be suitable for all the students. Therefore, in most of the cases the teacher with his or her professional abilities needs to reorganize the plans as they like it to be organized. Self assessment is the most intrinsic attribute for a student which leads to manage the problems that they face. It also lets them avoid these problems. Being professional a teacher needs to understand the psychological aspects of a student which let the student to be more engaged in their learning style. Christina could be seen to be quite educated in her approaches. She is quite affluent in her approaches to understand the problems of the students and can easily preach the solutions. Christina seems to have focused literally on the self assessment and peer assessment which helps in maintaining prevalence between the professional and student approach (Evetts, 2009).

Christina has been in this profession for at least 35 years which helped her to gather more experience in this field and make her to be more charming to manage any kind of situation. This is what the experience of Christina which helps her to be more identical in her approach. More to be added, it has made her approach more incongruous in this factor. A study of Alsup (2005) states that every student is potential which leads them to be unique in their approaches; and this is the duty of the teacher to provoke the hidden qualities for a student. Just as Christina, every teacher has to be confident in their approaches to let them feel more effective in their approaches. Christina has mentioned professional learning leads to engage in developing and challenging all the threats. Working outside of the schooling perimeter and letting the students affluent in their approaches which may help in managing the professional ethics of the teachers, is another essential duty seems to be performed by a teacher. The essence of the teacher according to Apple (2009) should not be barrier within the schooling boundary and needs a sophisticated expansion. Selection of the course content should also target at ethical development of the student. At the same time, the target should also be on the principle attributes of learning and teaching. As mentioned by Christina this experimental process seems to have proved to be literally helpful in her teaching approach.

Role of teacher in developing student's ideality

The curricula of South Australia and Victoria there are significant differences. In Victoria the primary years of learning is from 1 to 6 where the secondary education accounts from 7-12. But on the contrary, in South Australia primary years of learning accounts from 1 to 7 and the secondary education runs from 8-12 years. In South Australia the students are required to continue their education until 17 years which in Victoria is 16 years. The approach of schooling is literally divergent in order to manage the students between West Australia and Victoria. At the same time, the approach of education of South Australia and Victoria varies from each other.

Therefore, it can hitherto been mentioned the role of a teacher is more congenial, laid with intrinsic responsibilities of social ethics. A teacher is a social developer. Only the theoretical approaches are not the all which leads to develop the ethics of an individual. It seems to have been mentioned by Leigh & Ryan (2008) the teacher needs to be detrimental in the approaches to surpass all the approaches. With education a student needs to be mentally and ethically needs to be developed for the practical purpose. The teacher like Christina is needed to be more affluent in their approaches to make better students. As critically mentioned by Kelly (2009) the duty of the teacher is in no way provocative rather needs to be friendly. The teacher must not try to bully on the students, rather a friendly environment for conditional development is essentially needed to be developed.

Throughout this current essay the essayist has shown how Christina has managed her profession and develops her attributes of professionalism. It seems to create more intricacy for both the teacher and the students. The social role of the teacher is a rather aesthetic which helps in helping a subversive effect. It helps in development of the professional ethics. More manipulation in this approach is helpful for the development. Throughout this approach it manages in development of the circumstantial aspects. Finally, it can be stated that the approach of the teacher in developing of the organizational ethics is literally helpful. It helps in development of the psychological ethics in this approach at the same time.

Reference List:

Alsup, J. (2005). Teacher identity discourses: Negotiating personal and professional spaces. UK: Lawrence

Apple, M. W. (2009) “Controlling the Work of Teachers”. D.J. Flinders & S.J. Thornton (eds.). The Curriculum Studies Reader. London: Routledge. 

Bantick, C. (2010) “Academic Expertise is Crucial to Effective Teaching”, The Australian, 13/9/2010.

Bezzina, C. (2006). Views from the trenches: Beginning teachers’ perceptions about their professional development.

Brouwer, N., & Korthagen, F. (2005). Can teacher education make a difference? American Educational Research

Churchill, R. et al. (2013). Teaching: Making a difference (2nd edn). Milton, Qld: Wiley.

Erlbaum Associates, Inc.

Evetts, J. (2009). The management of professionalism: A contemporary paradox. In S. Gewirtz, P. Mahony, I. Hextall, & A. Cribb. Changing teacher professionalism: International trends, challenges and ways forward. London: Routledge.

Kelly, A.V. (2009). The Curriculum:  Theory and Practice (6th edn.), London: SAGE.

Lagowski, J. (2005). Teaching as a profession, not an occupation. J. Chem. Educ., 63(7), 555. doi:10.1021/ed063p555

Leigh, A. & Ryan, C. (2008) “How and Why Has Teacher Quality Changed in Australia?”,  The Australian Economic Review, 41(2) pp. 141–59.

Marsh, C., Clarke, M. & Pittaway, S. (2014). Marsh’s becoming a teacher. (6th ed). Frenches Forest, NSW: Pearson.

Matuska, K. (2013). Building the Science of the Profession. OTJR: Occupation, Participation, Health, 33(3), 123-124. doi:10.3928/15394492-20130520-01

Metcalfe, A. & Game, A. (2006). Teachers who change lives. Melbourne: Melbourne University Press

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