EXECUTIVE SUMMARY
Values underpinning teaching profession are vital for
education development and standards of teaching in Tanzania and elsewhere.
This paper is designed to explain values encompass teaching
profession in relation to standards of teaching in Tanzania. In this regard the
paper reflects on the objectives that try to give the following; to explore
values underpinning teaching profession elsewhere, to explain the purpose of
Core values in the development of education, to investigate the professional practices
including standards of teaching, knowledge, skills and competences that promote
education development. Lastly to describe codes of professional conduct in
Tanzania and to mention and discuss some professional conduct that may be applicable
to teachers.
These values ranges from Education experience such as
holistic development, cultural values, social justice, equality and inclusion.
Other values relate to relationship that encompasses collegiality,
collaboration, respect, care and co-operation. Moreover, in teaching profession
values refer also to professional knowledge available within a person.
Furthermore, Teachers’
Standards may be seen in any country. Teachers make the education of their
pupils their first concern, and are accountable for achieving the highest
possible standards in work and conduct. The teacher must therefore teach and perform the following standards:
Ø
Set high
expectations which inspire, motivate and challenge pupils.
Ø
Promote
good progress and outcomes by pupils
Ø
Demonstrate
good subject and curriculum knowledge.
Ø
Plan and
teach well structured lessons
Ø
Adapt
teaching to respond to the strengths and needs of all pupils.
Ø
Make
accurate and productive use of assessment
Ø
Manage
behaviour effectively to ensure a good and safe learning environment
Ø
Fulfill
wider professional responsibilities
In a nut
shell, the values and standard of teachers are built by both teachers,
profession boards, government and other education stakeholders. These have to
make sure conducive environment for teachers are available in order for them to
bring the expected education outcome in the Country.
VALUES UNDERPIN THE WORK OF TEACHING PROFESSION IN RELATION
TO STANDARDS OF TEACHING IN TANZANIA - A COMPARATIVE APPROACH.
1.0 INTRODUCTION AND HISTORICAL BACKGROUND.
According
to Oxford Advanced Lerner’s Dictionary (2005) values are beliefs about what is
right and wrong and what is important in life. The profession of social work has values that stem from the discipline.
These underlying values distinguish social work from other fields, and they
guide our practices as social workers. For example, social work values both the
dignity and worth of all individuals and service to others.
These values are reflected in principle of
practices such as putting our client’s needs before our own, treating people in
a sensitive practice such as respectful manner and working to meet fundamental
human needs. The awareness of values means we must be cognizant of the values
held by our clients, by organization that employ us, and by societies in which
our work situated (Levy, 1976)
At
its core means moral values to guide practice.
The word “morality” (what we do) has a
parallel origin. It derives from Latin word “mos, which exactly like the Greek
word ethos-means “custom” in the singular and “character” in plural (mores)
(Abel, 1948).We can therefore define ethics as the study of how we should live
our life and what kind of person we should be. This is among other vital aspect
in values that underpin. Teaching profession in Tanzania and the World in
general. Generally, Ethics is the study of right conduct and character (Abel,
1948).
Having
entered in one of profession firm, a social worker is therefore expected to
make sure that his/her behavior is attractive, superior, and has no some
skeptical elements in his/her
excellence, knowledge, behavior,
competence, personality, truth and humanity in all context be whether at home or
work place at all levels. In teaching profession for instance, there various
values governing the teaching profession for teachers.
Generally, the following values are vital
for teaching profession in Tanzania that will provide a baseline practice for
those undertaking teaching as their profession. Education experience, these are
holistic development, cultural values, social justice, equality and inclusion.
Other values
relate to relationship that encompasses collegiality, collaboration, respect,
care and co-operation. The other values refer to professional knowledge. These
are to be discussed in later chapters in the core values underpinning teaching
profession.
2.0. SUB-TITLES
2.1. Core Values underpinning teaching profession in Ireland.
2.1.1. The educational experience
which involves the following major issues in an education
Setting for teachers.
Holistic Development
Teachers are committed to a holistic vision of education
which includes the aesthetics, cognitive,
intellectual, critical, cultural, emotional,
imaginative, creative, moral, social, political, spiritual, physical and healthy development of their
students.
Cultural Values
Teachers see themselves as providing opportunities
for the development of awareness and appreciation of cultural values in their
country and respecting community member’s cultural activities in which they
live or work.
Social Justice, Equality and Inclusion
Teachers in their professional role show commitment to democracy,
social justice, equality and inclusion. They encourage active citizenship and
support students in thinking critically about significant social issues, in
valuing and accommodating diversity and in responding appropriately.
2.1.2.
Relationship
Collegiality
Teachers work in collegiality with colleagues in the
interests of sharing, promoting, developing and supporting best professional
practice.
Collaboration
Teachers work collaboratively with students, parents,
school management, teacher educators and others in developing shared goals
towards the achievement of high quality education for all.
Respect
Teachers respect students, parents, colleagues, school management,
co-professionals and all in the school community and work to establish and
maintain an atmosphere of mutual respect in their schools
Care
As well as the legal duty of care which
teachers exercise, their role as career is central to their professional value
system. Their practice is motivated by the best interests of the students entrusted
to their care.
Co-operation
Teachers engage in a professional manner with the wider community
including the partners in education co-professionals and related educational
bodies and agencies, as appropriate, for the benefit of students
http://www.teaching/
2.1.3. Professional
knowledge
Professional knowledge is the foundation of the practice of
teaching and learning. This professional knowledge includes a range of roles,
responsibilities and relationships between: The Teacher and Student, the
Teacher and Parents, the Teacher and Curriculum, the Teacher as Learner, the
Teacher, the State, the Community and the School and the state.
Teacher and Student
Good teacher-student relationships are fundamental to
engagement in the teaching/ learning process. These are developed through
communication which is built on mutual respect and trust.
Student Background
Teachers recognize that differences in students’
backgrounds and identities can shape experience and impact on learning. They
respect, value and accommodate diversity including those differences arising
from gender, marital status, family status, sexual orientation, religion, age,
disability, race, ethnicity, membership of the Traveling Community and
socio-economic status. They apply their knowledge of students’ backgrounds,
identities, experiences and learning modes to their teaching.
Student Development.
Teaching
is shaped by knowledge of human development and learning. Teachers apply their
knowledge of students’ holistic development to their teaching and to the promotion
of social responsibilities.
Student Potential
Teachers recognize the individual potential of students. They
know that those with special/exceptional needs and potential require access to
appropriate expertise and resources in the context of a whole school approach
Student Learning.
Teachers plan and communicate clear, challenging and achievable
expectations for students. They motivate and assist them to become agents in
their learning, i.e critically assess information. Teachers seek to engage with
students in order to develop teaching strategies that are appropriate to the
needs of their students and that promote learning. They establish classroom
management strategies that support differentiated learning in a way that
respects the dignity of all students.
The Teacher and Parents-Partnership with
Parents
Teachers must appreciate that parents are the primary
educators of their children. They build trust with parents and actively
communicate and collaborate with them in the education of their children. They
exercise their professional integrity and judgement in communicating with
students and parents.
The Teacher and Curriculum-Curriculum Process
Any teacher engages in the dynamic processes by which
curriculum is designed and implemented
and students’ learning is facilitated and evaluated.
“The term curriculum encompasses the content, structure and process of
teaching and learning which the school provides in accordance with its
educational objectives and values... It is concerned not only with the subjects
taught, but also with how and why they are taught and with the outcomes of this
activity for the learner.” (Charting our Education Future, 1995, p. 18)
Curriculum Content
A teacher is required to know and understand the subject
matter of the relevant curriculum/syllabus, how it is linked to other subjects
and related to life experiences.
Teaching
Approaches
Teachers use appropriate pedagogical approaches that assist
students to learn in a variety of ways. They adopt an integrated approach to
planning which includes teaching strategies, learning modes, activities, and
resources. They facilitate interaction among students to enable shared learning
as well as individual learning outcomes.
Resources
Teachers
are necessitated to employ a variety of available curriculum resources to
enhance and enrich the learning environment. This enables a student to
understand the subject matter.
Assessment
Teachers use a range of strategies to support, monitor and
assess students’ learning, their approach to learning and their progress. They
assess the achievement of curriculum objectives and adapt their teaching
accordingly.
Curriculum
change
As agents of change, teachers are involved in the design,
development, implementation and evaluation of the curriculum at classroom,
school and national levels. In implementing the curriculum, teachers develop
appropriate and motivational teaching strategies in response to the diverse
needs of students in a changing society. They critically evaluate the learning
outcomes so as to inform national and school policies and review their own
professional beliefs, values and practice.
The Teacher as Learner-The Teacher as Reflective
Practitioner
Teachers are naturally needed to be continuous learners and
sometimes learners become teacher. So teachers acknowledge the interdependence
of teacher learning and student learning. Drawing on practitioner-based
research, they plan for teaching and learning through continuous reflection on
their own current practice.
The Teacher as Lifelong Learner
Teachers believe in their field that professional
development is a lifelong process which is influenced by personal, social and
educational context. It is most effective when it is embedded in practice.
Continuous professional development is both a right and a responsibility and
should be supported by policy and resources at local, regional and National
level.
Professional Collegiality
Teachers act in a spirit of collegiality with professional
colleagues, both as team Members and as team leaders. They motivate and inspire
by sharing their vision, expertise and reflections and they acknowledge and
celebrate effort and success.
The Teacher, the State, the Community and the
School- Statutory and Regulatory Requirements
Teachers in their professional role work within the
framework of relevant legislation and regulations. They work in partnership
with the Inspectorate of the Department of Education in case of Ireland but in
Tanzania they are under the Teachers service department (TSD)
Parents, School Management and
Co-professionals
Teachers work to develop positive relationships with
parents, school management and co-professionals. Teachers are active partners
with school management and parents in the development of a school ethos and
culture conducive to a positive environment for teaching and learning. Teachers
work with management, students and parents in establishing and maintaining
policies which are necessary for a safe and supportive teaching and learning
environment. http://www.teaching
/…
The Local Community
Effective teaching requires the support and positive
collaboration of the wider community. Teachers, through their schools, utilize
the community as a learning resource. The community, in turn, is enriched by
its interaction with teachers who have a tradition of contributing to a range
of community activities.
Learning in the School Community
Teachers are educational leaders who contribute to creating
and sustaining learning communities in their classrooms, in their schools and
through their professional networks.
3.2. The
purpose of core values in the development of education
Various codes have been developed to accomplish various
objectives for instance in countries like Ireland, the code are designed to
serve the following: To promote quality teaching and learning, to encourage and support teachers in
their professional role, and to
promote the teaching profession.
In Tanzania, the teachers’ code has been prepared to help
teachers as guides upon the teaching profession. Various teachers’ boards explain
their codes for their teachers. Experience from Ireland indicates that these codes
are guideline that performs the following tasks: Clarifying the ethics and setting out the core values underpinning
Teacher’s practice. Setting out clear standards of professional practice to
which teachers are committed. However,
the Code seeks to do this by: Affirming the role of teachers in the social,
cultural and economic development of the country. Being supportive to teachers
in their professional lives. Promoting
collegiality within the teaching profession.
The Code seeks to do this by: Confirming the status and integrity of
the profession, Informing and enhancing the public perception of the teaching
profession.
Generally the teaching codes are there to ensure teachers
are actively participating using there energies to: promote quality teaching
and learning, encourage and support teachers in their professional role, and promote
the teaching profession. http:// www.teaching/council.ie.
3.3. Professional
practices and standards of teaching, knowledge, and skills.
Teachers’ Standards may be seen in any country. Reflecting
an example from England the standards for Qualified Teacher Status (QTS) are
applied and the Core professional standards are stipulated. The new standard
applies to all teachers regardless of their career stage. The Education (School
Teachers’ Qualifications) (England) Regulations 2003. http://www.tda.gov.uk....visited
on Friday 27th, April, 2012.
19.36PM
Teachers make the education of their pupils their first
concern, and are accountable for achieving the highest possible standards in
work and conduct. Teachers act with honesty and integrity; have strong subject
knowledge, keep their knowledge and skills as teachers up-to-date and are
self-critical; forge positive professional relationships; and work with parents
in the best interests of their pupils.
These standards are presented as separate headings:
Teaching
A teacher must;
Ø
Set high expectations which inspire, motivate
and challenge pupils.
Establish a safe and stimulating environment for pupils,
rooted in mutual respect, Set goals that stretch and challenge pupils of all
backgrounds, abilities and dispositions. Demonstrate consistently the positive
attitudes, values and behaviour which are expected of pupils.
Ø
Promote good progress and outcomes by pupils
Be accountable for pupils’ attainment, progress and
outcomes. Be aware of pupils’ capabilities and their prior knowledge, and plan
teaching to build on these, guide pupils to reflect on the progress they have
made and their emerging needs.
Ø
Demonstrate good subject and curriculum
knowledge
Have a secure knowledge of the relevant subject(s) and
curriculum areas, foster and maintain pupils’ interest in the subject, and
address misunderstandings. Demonstrate a critical understanding of developments
in the subject and curriculum areas, and promote the value of scholarship.
Demonstrate an understanding of and take responsibility for promoting high
standards of literacy, articulacy and the correct use of Standard English,
whatever the teacher’s specialist subject if teaching early reading, demonstrate
a clear understanding of systematic synthetic phonics, if teaching early
mathematics, demonstrate a clear understanding of appropriate teaching
strategies.
Ø
Plan and teach well structured lessons in
classroom.
Impart knowledge and develop understanding through
effective use of lesson time, promote a love of learning and children’s
intellectual curiosity, set homework and plan other out-of-class activities to
consolidate and extend the knowledge and understanding pupils have acquired
reflect systematically on the effectiveness of lessons and approaches to
teaching contribute to the design and provision of an engaging curriculum within
the relevant subject area(s).
Ø
Adapt teaching to respond to the strengths
and needs of all pupils in classroom and outside.
Know when and how to differentiate appropriately, using
approaches which enable pupils to be taught effectively have a secure
understanding of how a range of factors can inhibit pupils’ ability to learn,
and how best to overcome these. Demonstrate an awareness of the physical,
social and intellectual development of children, and know how to adapt teaching
to support pupils’ education at different stages of development. Have a clear
understanding of the needs of all pupils.
Ø
Make accurate and productive use of
assessment
Know and understand how to assess the relevant subject and
curriculum areas, including statutory assessment requirements. Make use of
formative and summative assessment to secure pupils’ progress and use relevant
data to monitor progress, set targets, and plan subsequent lessons. Give pupils
regular feedback, both orally and through accurate marking, and encourage
pupils to respond to the feedback.
Ø
Manage behaviour effectively to ensure a good
and safe learning environment
Have clear rules and routines for
behaviour in classrooms, and take responsibility for promoting good and courteous
behaviour both in classrooms and around the school, in accordance with the
school’s behaviour policy. Have high expectations of behaviour, and establish a
framework for discipline with a range of strategies, using praise, sanctions
and rewards consistently and fairly.
Manage classes effectively, using approaches which are
appropriate to pupils’ needs in order to involve and motivate them. Maintain good
relationships with pupils, exercise appropriate authority, and act decisively
when necessary.
Ø
Fulfill wider professional responsibilities
Make a positive contribution to the wider life and ethos of
the school and develop effective professional relationships with colleagues,
knowing how and when to draw on advice and specialist support. Deploy support
staff effectively and take responsibility for improving teaching through
appropriate professional development, while responding to advice and feedback from colleagues. Moreover, communicate effectively with parents with regard to pupils’
achievements and well-being. .http://www.tda.gov.uk....visited on Friday
19.36PM
Personal and professional code of conduct
in Tanzania.
A teacher is expected to demonstrate
consistently high standards of personal and professional conduct. Teaching is
viewed by the majority of people as an ethical or moral profession because of
its wide influence on individuals, society and future human kind (URT, 2005)
A code of conduct is a set of rules
outlining the responsibilities of proper practices for an individual, party or
organization (Wikipedia, the free encyclopedia)
Teachers professional code of conduct,
refer to the set of principles of public service ethics that should guide the
work of all teachers in meeting the educational needs of their students. (Australian
capital Territory Canberra, 2006) from http://www.Wikipedia, the free
encyclopedia.
In Tanzania the teacher’s code of conduct
is set by teacher’s service Department (TSD). Every teacher shall recognize
that s/he has certain responsibilities to the child under his care, the
community in which s/he lives, to the profession, to the employer and the
state. The teacher’s Service Department has stipulated the disciplinary
measures to be taken against teachers who breach the professional code of
conduct as displayed in the attached scheme;
S/N
|
AN OFFENCE
|
PUNISHMENT
|
1
|
Absenteeism
Less than fourteen days (14)
More than fourteen days and teacher returns to work
|
Reduction in salary for the number of days not on duty.
Warning and not to be paid for the whole period one is
absent from duty, reduction in grade and reprimand
|
2
|
Negligence
Negligence occasioning loss to the employer
Gross negligence in the performance of duty
|
Stoppage of an increment or with holding of an holding.
|
3
|
Drunkard ness.
|
Dismissal from his/her service post without termination
of membership of service.
|
4
|
Examination scandals
(a)To open examination envelopes and show students
examination questions.
(b)To prepare and give students
answers for
the examinations
|
Dismissal from his/her service post without termination
of membership of the service.
Dismissal from his/her service post without termination
of membership of the service.
|
5
|
Criminal offences
Treason
To be detained.
Corruption
|
Dismissal from his/her service and in his current service
post.
Dismissal from his/her service post without termination
of membership of the service.
Dismissal from his/her service post without termination
of membership of the service.
|
Source: Courtesy of TSD.
In British, the following statements define
the behaviour and attitudes which set the required standard for conduct
throughout a teacher’s career. Teachers uphold public trust in the profession and
maintain high standards of ethics and behaviour, within and outside school, by:
treating pupils with dignity, building relationships rooted in mutual respect,
and at all times observing proper boundaries appropriate to a teacher’s
professional position. Having regard for the need to safeguard pupils’
well-being, in accordance with statutory provisions. Showing tolerance of and
respect for the rights of others not undermining fundamental British values,
including democracy, the rule of law, individual liberty and mutual respect,
and tolerance of those with different faiths and beliefs. (http://www.tda.gov.uk....visited
on Friday 27th, April 2012. 19.36PM)
Teachers must have proper
and professional regard for the ethos, policies and practices of the school in
which they teach, and maintain high standards in their own attendance and
punctuality. Teachers must have an understanding of, and always act within, the
statutory frameworks which set out their professional duties and
responsibilities. (http://www.nationalarchives.gov.uk/...)
3.4. Codes of profession
conduct in Ireland and Tanzania
Before looking the Tanzanian codes for teachers, let us see
the Codes that make explicit the essential values which underpin the profession
of teaching in Ireland. Core values
are outlined which span many aspects of teaching from the quality of education,
to teachers’ commitment, to holistic development, and to caring for students.
However, the listing of values suggests the importance of a
reflective, learning teacher within a dynamic, vibrant teaching profession.
They suggest also the importance of teachers pausing to ask about the value of
education and of their work and about the role of professional educators in
preparing young people for life. They underline the centrality and moral basis
of teachers’ work. The Codes illustrate the complexity of the task of teaching
as undertaken in collaboration with colleagues, students, parents, and
families, education partners, related bodies and agencies and the wider
community. They outline the key responsibilities which are central to the
practice of teaching and they do this in a context which respects and values
teachers’ professional rights (http://www.teaching/...)
The Codes are therefore, expressed positively in terms of
core principles and commitments and seek to avoid duplicating provisions which
are covered elsewhere. The Council is aware that there are many external
factors which impact on the practice of teaching such as school ethos,
availability of resources and opportunities for professional development.
Regardless of these factors, however, teachers are at all
times guided by an ethical focus and the Codes make this explicit. In drawing
up the Codes, the Council was conscious that, while they apply to all teachers
registered with the Teaching Council, they are not just for teachers. Rather,
they may be read by all partners in the education community with a view to
gaining a deeper understanding of the teaching profession in Ireland today, and
of professionalism in a more general sense. We hope that other groups in the
education community might use them as a basis for reflection on teaching so
that we may all work together, in the interest of our students, in a spirit of
collaboration and co-operation. The Teaching Council is committed to seeing
that these Codes are promoted and observed and, as we seek to steer an ethical
and respectful course through the career of teaching, we believe that they will
serve us well as a guiding compass. ( Joan Ward in the Teaching council in
Ireland, )
Student
The term “Student” is used in the Codes to denote both
pupils and students at
primary, post-primary and further education levels.
Parent
The term “Parent” is used in the Codes to denote both
natural parents and legal guardians.
Teacher
The term “Teacher” is used in the Codes to denote a teacher
registered with the Teaching Council.
Section 6(b)(iii)
i.e. to establish and promote the maintenance and Teachers’ core work is to
educate and the following values underpin the work of the teaching profession
in Ireland(Teacher’s council in Ireland)
These values are reflected throughout the Codes and may
be considered under the headings of:
The Educational Experience
Commitment
Teachers are committed to the highest standards of
professional service in their teaching and understand that their primary
professional obligation is to their students.
Quality of Education
Teachers promote and maintain the highest quality of
educational experiences for their students. Teachers facilitate student
progression in their learning and development and their effective engagement
with the curriculum.
Student-Centered Learning
Teachers seek to create an environment where students are
active agents in the learning process.
Responding to Change
Teachers acknowledge the changing nature of society and recognize
their role in providing appropriate educational responses to cater for the
identified needs of students. It is recognized that this is enhanced through
mutual support from all partners in education
Professional Development
Teachers reflect on and continue to improve their own
professional practice and are provided with opportunities to engage in
professional development and the process of curriculum development (
http://www.teaching council.ie.)
Professional ethics therefore
involves standard that guides professional practice. Developing a commitment to the ethics of disciplines
and an understanding of how these ethics apply to commonly occurring work place
situations is a core element of professional preparation. Integrating our professional
ethics with our personal ethics is important part of professionalization.
(Gottfried, 2006).
Code of Conduct in Tanzania. The teaching profession in Tanzania has its code of conduct as it is in other
country like Ireland. Tanzanian Code of professional- Conduct (regulation 65(2)
are found in the regulation issued by the Minister of State, Presidents Office
Public Service Management, Public Service Commission Act no.8 of 2002.These
points out that; every teacher shall recognize that has certain
responsibilities to the child under his care;(URT, 2005).To the community in
which he lives, the profession, the employer, and the State.
- To the child
A teacher agrees that his chief responsibility is towards
the child under his care and that he has at all time duty to guide each child
in his full mental and physical development both as an individual and as a
member of the community.
- To the community.
A teacher must therefore full understand the community in
which he works he must explain to them their duty to obey all lawful authority
and he should by his own personal conduct set them an example in these matters.
- To the profession;
A teacher recognizes that teaching is vocation and more
than mere gainful employment. He therefore under takes to conduct himself
according to the following rules;
ü
To follow at all times
the highest standard of professional conduct
ü
To work
conscientiously and with diligence and regularity
ü
To set a good example
in his conduct and his person at all time to the children under his care
ü
To try continually to
improve his standard of work and ability
ü
To abuse no right or
privilege contained in his condition of service.
- To the employer;
Teacher agrees to serve his employer faithfully
and in accordance with the terms of employment.
- To the State;
A teacher must fully understand and be prepared
to fulfill his obligation to the state. A teacher accepts code set out above as
the code of professional conduct for teacher’s and shall adhere to its
provision. (URT, 2005)
3.5. Professional
conduct that may be applicable in Ireland and also in Tanzania teaching
profession.
High standards of professional conduct are central to the
role of teaching and in the Code of Professional Conduct, the teaching boards
or regulatory board’s are making explicit the commitment of the teaching
profession to these standards. The purpose of the Code is to assist these
boards in achieving its objects as set out in the Sections of the Act
established the code.
It can be noted that these codes are prepared to establish
and promote the maintenance and improvement of standards of professional
conduct of teachers. For example in Ireland code, Section 41 of the Teaching
Council Act, 2001, states that the following shall constitute professional
misconduct by a registered teacher:
(a) engaging in
conduct which is contrary to a code of professional conduct
established by the Council
under section 7(2)(b);
(b) engaging in any improper
conduct in his or her professional capacity or
otherwise by reason of which
he or she is unfit to teach.
The Code
Teachers should take care of students under their
supervision with the aim of ensuring their safety and welfare in so far as is
reasonably practicable. Teachers should respect confidential information
relating to colleagues, students and families gained in the course of
professional practice, unless the wellbeing of an individual or a legal
imperative requires disclosure.
Teachers should uphold the reputation and standing of the
profession. They should act with honesty and integrity in all aspects of their
work. They should avoid direct conflict between their private interests and
their professional work. Teachers should respect students, parents, colleagues,
school management, co-professionals and all in the school community. They
should interact with them in a way that does not discriminate and that promotes
equality in relation to gender, marital status, family status, sexual
orientation, religion, age, disability, race, ethnicity, membership of the
Traveling Community and socio-economic status.
Recognizing the unique and privileged relationships that
exist between teachers and the students entrusted to their care, teachers
should conduct these relationships in a way that is professional, respectful
and appropriate. Teachers should not practice the profession while under the
influence of any substance which impairs their ability or medical fitness.
Teachers should provide complete and accurate information and authentic
documents with respect to their professional status, qualifications and
experience. They should use only their own names, as set out in the register,
in the course of their professional duties. They should provide complete and
accurate information on any professional matter as requested by the Council.
They should not counsel or assist any person who is not a registered teacher to
represent himself or herself as being so registered (www.teaching/
council …).These are some of the conduct that might be applicable to teachers
elsewhere including Tanzania.
4.0. CONCLUSION
AND RECOMMENDATIOS.
Many teachers in their field need to understand various
core values that make them to be valued by their family, society, the community
and the state in general. The engagement of teachers in mis-conduct hinders
their profession status and later causes them to neglect at all. It is therefore
the duties of teachers to make their status respected by committing themselves
to their teaching, their behavior and profession development in order to ensure
the sustainability of knowledge so as to improve the quality of education.
It is therefore recommended here: teachers must avoid
laziness’, drunken ness, prostitution and all immoral attributes in order to
perform well their duties. Apart from that, various boards make sure that a
clear supervision is directed to the rights of teachers in order to make them
work in a harmonic situation. Improving teachers working environment makes them
motivated upon their work and standards.
BIBLIOGRAPHY.
Anangisye, W.A and Barrett A.M, (2006). Professional
Identity and Mis-conduct
Perspective of
Tanzania Teachers. London: University of Edinburgh and
University of
Bristol.
Australian Capital Territory Canberra, (2006). Teachers’ Code of Professional
Practice from http://www.Wikipedia, the free encyclopedia.
Charting Our Education Future .Education Journal. England (1995, p 18)
Gottfried, K.S. (2006).Ethics
in Human Behavior in the Social Environment: A Primer. New
York. The
McGraw-Hill Companies, Inc.
Hornby. (2005) Oxford Advanced Learner’s Dictionary.(2005).Dar
es sallam:
Oxford University Press.
Joan W. An Chomhairle
Mhu’inteoireachta.The Teaching Council in Ireland. (2007).
Codes of Professional Conducts for
Teachers. Kildare: Maynook, Co. Ireland.
Levy, C.S. Personal versus Professional Values: The Practitioner’s
Dilemma. Clinical Social
Work .Journal,4, 110-120
URT, (2005). Induction Course for Licensed Secondary School
Teachers. Dar-es-
Salaam:
Ministry of Education and Vocational Training.
http://www.tda.gov.uk/training-provider/itt/qts-standards-itt-requirements.aspx
2
http://www.tda.gov.uk....visited
on Friday 27th, April 2012. 19.36PM
Comments
Post a Comment