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Wider Professional Practice
Transcript of Wider Professional Practice
making a formal commitment in the sense of taking a monastic oath. This root might suggest that a
professional is someone who claims to possess knowledge of something and has a commitment to a
particular code or set of values, both of which are fairly well-accepted characteristics of professions.
Stan lester 2007 commenting on Millerson. 2.Excellent manual/practical and literary skills in relation to profession
Although professional training appears to be ideologically neutral, it is, in fact, biased towards those with superior class backgrounds and a formal education. They are more likely to have conservative political opinions and are unlikely to challenge the orthodoxy of the profession.
http://en.wikipedia.org/wiki/Professional Learning Outcomes
ALL will be able to identify of 2 models of professionalism.
SOME will be able to apply models to certain teaching areas.
A FEW will be able to apply models to professionalism when considering the future of vocational and academic subjects. I am Cyril Houle, this is my model of professionalism.....
1. Clarifying the defining function of the profession
2. A mastery of theoretical knowledge
3. The capacity to solve problems
4. Use of practical knowledge
5. Self-enhancement beyond professional specialism
6. Formal education and training
8. Creation of a subculture
9. Legal reinforcement
10. Acceptance by the public
11. Ethical practice
13. Establishing relations to other occupations
14. Establishing relations to clients Hello I am Geoffrey Millerson, and
this is my model of professionalism....
1. The use of skills which are based on theoretical knowledge
2. The receipt of education and training in those skills
3. A competence to practise which is accredited by formal examination
4. A code of professional conduct
5. A commitment to the ‘public good’ Professionalism Group 1
Dawn Group 2
Davida and Jack
Alison and Helen
Lucy and Louise
Anna and Simon
Dawn and Miltos Conclusion
• Although they focus on different skills and methods of assessment, it can be argued that both teachers from academic and vocational backgrounds can be classed as Professionals.
• “education is like an egg with two yolks: one academic and the other vocational” (Beck et al 1991)
• However, Cowling (1998) states that the traditional distinction between academic and vocational subjects is inadequate as it does not accurately describe the relationship between the two at higher education level.
• Therefore, the future of the profession is for academic and vocational subjects to work together rather than continue to focus on difference. Hello, I am The
Academic Penguin Please rank the following attributes in order of importance to your current teaching role, with 1 being most important and 7 being least important.
Adhere to Ethical Code of Conduct
Ability to apply Practical Knowledge
Accredited Teaching Credentials
Significant Work Experience
Commitment to Lifelong Learning
Commitment to Education of Others Pip's Summation
Houle (1980) proposed a model of Professionalism that consisted of 14 defining criteria. He believed that these were characteristics demonstrated by a professional in education.
Criteria 5, 6, 11, 10 are issues that as teachers in the LLS, you will recognise as important areas for defining your profession. These 4 criteria tend to be the underpinning features of most attempts to define professionalism but what distinguishes Houle’s (1980) model from others is that is has included further characteristics all of which could be argued to apply in some respect to teaching in higher education.
The main criticism of his model is that the criteria may also apply to occupations that are not seen as being ‘professions’. Some may argue that this defeats the purpose of creating a set of criteria that defines professionalism and lowers the validity of Houle’s Model altogether. Pip's Summation Continued
Houle (1981) used two concepts to support his theoretical framework. The first being the distinction between whether professions should be considered static or dynamic. He argued for a dynamic conceptualisation which “places the responsibility on the members to strive for continuous improvement and adaption in their professional organisation as well as their own practice” as opposed to “professional attributes as a fixed standard which members must meet”
Houle (1981) also brought about the notion of the semi-profession, which suggests that any occupation referred to as a profession is actually just a semi-profession demonstrating a few professionalizing aspects. For example, he would argue that just having a code of conduct or CPD process in not enough to define your occupation a “profession”, it is how successfully these aspects are applied that demonstrates your professionalism. How professional is
this teacher? References
Lowther, M. and Mcmillan, W. (2006). Securing the future: From professionalism to professionalization.
www.ica2006.com/Papiers/333/333.pdf (last accessed 7th November 2012)
Lopez, A, D. (2007) "The relationship between continuing professional development and demographic characteristics, professional practices, and employment conditions of school psychologists". Graduate School Theses and Dissertations. http://scholarcommons.usf.edu/etd/2265 (last accessed 7th November 2012)
“Your ambitions: Armstrong and Miller be a teacher”. http://www.youtube.com/watch?v=w84BDXVL7UI. (Last accessed: 7th November 2012)
Beck, R., Copa, G. and Pease, V. (1991) “Vocational and Academic Teachers Work Together”, Education Leadership, October 1991, pp. 29-31
Cowling, A. (1998) Knowing versus Doing: Academic and Vocational Education for Informatics in the UK, Department of Computer Science: University of Sheffield, pp. 1-14
Tummons, J. (2007), Becoming a Professional Tutor in the Lifelong Learning Sector, Learning Matters Ltd.: Exeter How did you rank the 7 attributes?
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