Prof. Deepak Sharma
Teachers are
the cornerstone of quality education. Teachers: Creating hope for tomorrow.
Each day, over 60 million teachers care for 1 billion children, cultivating
their souls and minds. Any process that attempts to improve the quality of
education promote peace and harmony and eliminate discrimination requires
teachers. Teachers work with children who will be the leaders of tomorrow. But
for teachers to be effective, they must be well-trained, motivated, have a
decent work environment, good pay and an attractive career path, professional,
social, ethical and material concerns. Teacher Educators often find themselves
trying to capture high professional ethics in words. In-services teacher
education programs and other training venues contain a lot of talk about
ethical services; dedicated good occupational perception but often very few of
examples. This article explains the professional ethics of a teacher required
in the field of new pedagogy for the global world with the context sensitivity.
Basically four paradigm are listed here to make a child learning in a
democracy. I think so gradual release continuum approaches the early stages of learning
with a vision building and have a teaching competency commitment provide a
platform for an establishment of globalised teacher's council.
WHAT
IS ETHICS
Ethics, also known as moral philosophy, is a branch
of philosophy that involves systematizing, defending, and recommending concepts
of right and wrong conduct. The term comes from the Greek word ethos, which
means "character". Ethics is a complement to Aesthetics in the
philosophy field of Axiology. In philosophy, ethics studies the moral behavior in
humans, and how one should act. According to Tomas Paul and Linda Elder of the
Foundation for Critical Thinking, "most people confuse ethics with
behaving in accordance with social conventions, religious beliefs, and the
law", and don't treat ethics as a stand-alone concept.
"A
set of concepts and principles that guide us in determining what behavior helps
or harms sentient creatures". The Cambridge Dictionary of Philosophy states
that the word ethics is "commonly used interchangeably with 'morality' ...
and sometimes it is used more narrowly to mean the moral principles of a
particular tradition, group, or individual."- Paul and Elder
WHAT
IS PROFESSIONAL ETHICS
Professional
people and those working in acknowledged professions exercise specialist knowledge
and skill. How the use of this knowledge should be governed when providing a
service to the public can be considered a moral issue and is termed
professional ethics.
Professionals
are capable of making judgments, applying their skills and reaching informed
decisions in situations that the general public cannot, because they have not received
the relevant training. Professional ethics is a set of standards adopted by a professional
community. Professional ethics are regulated by standards, which are often referred
to as codes of ethics.
The
code of ethics is very important because it gives us boundaries that we have to
stay within in our professional careers. The one problem with the code of
ethics is that we can't always have the answers in black and white. Sometimes
there are grey areas where the answers aren't so simple. Professional ethics
are also known as Ethical Business Practices.
Components:
A
number of professional organizations define their ethical approach as a number
of discrete components. Typically these include:
- Honesty
- Integrity
- Transparency
- Accountability
- Confidentiality
- Objectivity
- Respectfulness and
- Obedience to the law
A
professional ethics course is not about disseminate virtue to raise morality
among immoral and amoral students, it also the ability to concern the
respective citizens to first recognize and then responsibly confront moral
issues.
Four
Norms to Govern Teaching
- Honesty
- Promise-Keeping: Promise-keeping requires the instructor to fulfill the "promises" made at the beginning of the semester. Syllabi, assignments, grading principles, and class and office hour schedules involve promises made to students.
- Respect for Persons: Teachers ought to encourage mutual respect among students. Additionally, instructors ought to show respect and common courtesy for students both during interpersonal interactions and in responding promptly to students' need for guidance and feedback.
- Fairness:
Recognizing the inherent subjectivity involved in grading, instructors
ought to ensure that their grading practices are as objective as possible
by creating and adhering to unambiguous criteria.
The teaching profession is based on the concept of teachers as experts who have been assigned specialized tasks by society, which has also prepared them for such tasks by providing them with the necessary high level of education. The profession then demands that the representatives selected to perform these tasks should demonstrate high ethical standards in all situations, even though the tasks may frequently be difficult to define precisely or call for rapid decisions. It is essential for society to be able to rely on persons of this kind to exercise a high level of professional skill.
The sense of responsibility
attached to the practicing of a profession is based on knowledge and vocational
skills on the one hand and on the values and norms that form the foundation of
the work on the other. Both are essential, and neither can replace the other.
Good ethical principles cannot compensate for poor professional skills, and
good professional skills cannot make up for a lack of ethical principles. Thus
teachers should feel obliged by their sense of responsibility to pay constant
attention to the maintaining of their professional skills, and also to show
particular sensitivity in the perception of ethical problems and readiness to
observe the highest standards of professional ethics when resolving such
situations.
Any consideration of the ethics of the teaching profession calls for a distinction to be made between legal and ethical matters. The basic duties and responsibilities of teachers are defined in the relevant legislation and norms, while the content of the teaching is laid down in the curriculum. By contrast, however, the ethics of the profession are not based on compulsion or external supervision but on an internalized concept of the moral obligations attached to the work. One major point of departure for the ethical principles set out here has been the UN's Universal Declaration of Human Rights.
The results of a teacher's work are often visible only after a considerable time lag, in that good Learning experiences tend to promote lifelong learning. Teachers can play a significant role in both the generation of positive Learning experiences and the reinforcement of learners' self-esteem. Thus a teacher's work is a matter of providing opportunities for upbringing, instruction and Learning for the ultimate benefit of individual learners. In addition, a teacher is expected to meet up to society's requirements concerning the implementation of the goals of teaching, which means that, on account of changes taking place in society, many teachers are obliged in the course of their work to take care of things for which they cannot bear sole responsibility.
The change in the role of teachers has brought them closer to the learners, but it has also increased their responsibility for the learners' development and has frequently led them into closer cooperation with others who are also responsible for this development. Teachers have a great deal of power and responsibility in matters concerned with the evaluation of learners, for instance, and it is only by fully internalizing the ethical principles involved that they can avoid abusing their position in this respect.
A high standard of professional ethics is one of the most important resources available to teachers, guiding their work and their interactive relations at the professional level. The work of teaching should include consideration and evaluation of the ethics of one's own goals and motives. In this sense the purpose of the present account of a teacher's professional ethics is to codify and promote the sense of what is ethically right that has always been a part of educational work.
Any consideration of the ethics of the teaching profession calls for a distinction to be made between legal and ethical matters. The basic duties and responsibilities of teachers are defined in the relevant legislation and norms, while the content of the teaching is laid down in the curriculum. By contrast, however, the ethics of the profession are not based on compulsion or external supervision but on an internalized concept of the moral obligations attached to the work. One major point of departure for the ethical principles set out here has been the UN's Universal Declaration of Human Rights.
The results of a teacher's work are often visible only after a considerable time lag, in that good Learning experiences tend to promote lifelong learning. Teachers can play a significant role in both the generation of positive Learning experiences and the reinforcement of learners' self-esteem. Thus a teacher's work is a matter of providing opportunities for upbringing, instruction and Learning for the ultimate benefit of individual learners. In addition, a teacher is expected to meet up to society's requirements concerning the implementation of the goals of teaching, which means that, on account of changes taking place in society, many teachers are obliged in the course of their work to take care of things for which they cannot bear sole responsibility.
The change in the role of teachers has brought them closer to the learners, but it has also increased their responsibility for the learners' development and has frequently led them into closer cooperation with others who are also responsible for this development. Teachers have a great deal of power and responsibility in matters concerned with the evaluation of learners, for instance, and it is only by fully internalizing the ethical principles involved that they can avoid abusing their position in this respect.
A high standard of professional ethics is one of the most important resources available to teachers, guiding their work and their interactive relations at the professional level. The work of teaching should include consideration and evaluation of the ethics of one's own goals and motives. In this sense the purpose of the present account of a teacher's professional ethics is to codify and promote the sense of what is ethically right that has always been a part of educational work.
The Values of Teacher’s
Professional Ethics
HUMAN WORTH
The basis underlying the ethical principles laid down here is the
treatment of every person as a being of inherent worth. This implies that every
child, pupil or student should be approached as a person capable of thinking
and learning. The worth of a human being should be respected regardless of sex,
sexual orientation, outward appearance, age, religion, social status, origins,
opinions, skills or achievements.
TRUTHFULNESS
Truthfulness is a central value in teaching, in which the teacher is engaged in guiding learners in their encounters with their surroundings and with life itself. An inquiry-based approach to these things calls for frank discussion and a search for the truth. Honesty to oneself and to others and mutual respect in all interactions with other people form part of the foundation of a teacher's work.
FAIRNESS
It is essential that fairness should prevail in all dealings with learners, as individuals or in groups, and in all activities within the working community. Particular attention should be paid to the promotion of equality and impartiality and the avoidance of discrimination and favouritism. Fairness should also be exercised in the distribution of favours and burdens, in the handling of offences and conflicts and in the evaluation of learners.
TRUTHFULNESS
Truthfulness is a central value in teaching, in which the teacher is engaged in guiding learners in their encounters with their surroundings and with life itself. An inquiry-based approach to these things calls for frank discussion and a search for the truth. Honesty to oneself and to others and mutual respect in all interactions with other people form part of the foundation of a teacher's work.
FAIRNESS
It is essential that fairness should prevail in all dealings with learners, as individuals or in groups, and in all activities within the working community. Particular attention should be paid to the promotion of equality and impartiality and the avoidance of discrimination and favouritism. Fairness should also be exercised in the distribution of favours and burdens, in the handling of offences and conflicts and in the evaluation of learners.
RIGHTS AIID
RESPONSIBILITIES
Teachers are entitled to their own values and opinions, but they are bound in their teaching by the responsibilities of this undertaking and the norms that apply to it, e.g. the relevant legislation and the curriculum.
Teachers are entitled to their own values and opinions, but they are bound in their teaching by the responsibilities of this undertaking and the norms that apply to it, e.g. the relevant legislation and the curriculum.
A Teachers Ethical Principle
A TEACHER'S RELATIONSHIP TO HIS OR HER
WORK
Teachers commit themselves to the norms that define their work and to the ethics of their profession. They undertake to perform their tasks in a responsible manner, to develop their work and professional skills and to evaluate their own activities. Teachers must realize that their own personality plays an important part in their work and that they have both a right and a duty to develop that personality. Teachers are also entitled to be treated fairly in the exercise of their duties.
TEACHER AND LEARNER
Teachers should accept the learners as unique individuals, respecting their rights and treating them fairly and humanely. Teachers should try to understand the learners' points of departure, ways of thinking and opinions and should exercise discretion in matters connected with a learner's personality and private life. Teachers should pay particular attention to learners who need care and protection and should not condone any form of teasing or exploitation of others.
Teachers should train the learners to be good members of society and to work in collaboration with others. They should also work to promote trust and to build up good personal relations.
The younger the learners are, the greater the responsibility that the teacher has for them. Teachers should work in conjunction with the adults responsible for the children and young people who they teach.
THE WORKING COMMUNITY
Teachers should value the work they are doing and show respect for their colleagues. They should seek to achieve a constructive pooling of resources and a proper balance between their own autonomy and the interests of the working community. The acceptance and understanding of one's colleagues as individuals and the importance of mutual assistance and support should be guiding principles in the working community.
Teachers commit themselves to the norms that define their work and to the ethics of their profession. They undertake to perform their tasks in a responsible manner, to develop their work and professional skills and to evaluate their own activities. Teachers must realize that their own personality plays an important part in their work and that they have both a right and a duty to develop that personality. Teachers are also entitled to be treated fairly in the exercise of their duties.
TEACHER AND LEARNER
Teachers should accept the learners as unique individuals, respecting their rights and treating them fairly and humanely. Teachers should try to understand the learners' points of departure, ways of thinking and opinions and should exercise discretion in matters connected with a learner's personality and private life. Teachers should pay particular attention to learners who need care and protection and should not condone any form of teasing or exploitation of others.
Teachers should train the learners to be good members of society and to work in collaboration with others. They should also work to promote trust and to build up good personal relations.
The younger the learners are, the greater the responsibility that the teacher has for them. Teachers should work in conjunction with the adults responsible for the children and young people who they teach.
THE WORKING COMMUNITY
Teachers should value the work they are doing and show respect for their colleagues. They should seek to achieve a constructive pooling of resources and a proper balance between their own autonomy and the interests of the working community. The acceptance and understanding of one's colleagues as individuals and the importance of mutual assistance and support should be guiding principles in the working community.
TEACHERS AND INTEREST
GROUPS OTHER
Teachers should work in collaboration with learners' parents and guardians and others who are responsible for their education, upbringing and welfare. These may be taken to include specialist advisers in the fields of health care and social work, the authorities and numerous other instances. The purpose of this
Teachers should work in collaboration with learners' parents and guardians and others who are responsible for their education, upbringing and welfare. These may be taken to include specialist advisers in the fields of health care and social work, the authorities and numerous other instances. The purpose of this
collaboration
is to support learning and development and to extend the opportunities for
learning.
TEACHERS AND SOCIETY
The education of its members is one of society's principal functions. The opportunities that teachers have to carry out their work and attend to their own professional development are dependent not only on their own commitment but also on the resources allocated to teaching and education. Teachers are expected to promote the growth and upbringing of their learners and to defend their rights and interests, in a critical manner lf necessary. In this way they can train them to become responsible and able members of a democratic society.
TEACHERS AND SOCIETY
The education of its members is one of society's principal functions. The opportunities that teachers have to carry out their work and attend to their own professional development are dependent not only on their own commitment but also on the resources allocated to teaching and education. Teachers are expected to promote the growth and upbringing of their learners and to defend their rights and interests, in a critical manner lf necessary. In this way they can train them to become responsible and able members of a democratic society.
TEACHERS
IN A PLURALISTIC WORLD
Teachers should see that all their learners have equal rights and responsibilities as members of the community, and that the culture and world view that they and their parents or guardians espouse are respected in an unprejudiced manner, so that no one is subjected to discrimination on such grounds. If some form of compromise has to be sought between the demands of society and a learner's cultural background, this should be done in collaboration with a parent or guardian
Teachers should see that all their learners have equal rights and responsibilities as members of the community, and that the culture and world view that they and their parents or guardians espouse are respected in an unprejudiced manner, so that no one is subjected to discrimination on such grounds. If some form of compromise has to be sought between the demands of society and a learner's cultural background, this should be done in collaboration with a parent or guardian
ROLE OF TEACHER IN A SCHOOL
Among the
greatest of all services that can be rendered by men to Almighty God, is the
education and training of children, so that they can foster by grace in the way
of salvation, growing like pearls of divine bounty in the shell of education
and will be one day the jewel in the crown of abiding glory.
Henry Von Dyke
has said about teachers and teaching Ah! There you have the worst paid and the
best rewarded of vocations. Do not enter it unless you love it. For the vast
majority of men and women it has no promise of wealth and fame, but they to
whom it is dear for its own sake are among the nobility of mankind. I sing the
praise of the unknown teacher, king of himself and leader of the mankind, this,
we may say is the philosophical meaning of teaching, but is very relevant and
meaning also.
The teacher is the yardstick that measures the achievements
and aspirations of the nation. The worth and potentialities of a country get
evaluated in and through the work of the teacher, the people of a country are
the enlarged replica of their teacher. They are the real nation builders.
It needs no description that the teacher is the pivot of
any educational system of the younger students. On him rests the failure or the
success of the system. If the teachers are well educated and if they are
intellectually alive and take keen interest in their job, then only, success is
ensured. But, if on the other hand, they lack training in education and if they
cannot give their heart to their profession, the system is destined to fail.
Hence, the teacher is another vital component of the school.
The teacher is a dynamic force of
the school. A school without teacher is just like a body without the soul, a
skeleton without flesh and blood, a shadow without substance. There is no
greater need for the cause of education today than the need for strong manly
men and motherly women as teachers for the young. As social engineers, the
teachers can socialize and humanize the young by their man-like qualities
TEACHER’S
PRAYER
Help
us, O Lord to penetrate into the secret of the child, so that we may know him,
love him and serve him according to your laws of justice and following your
divine will -- Maria Montessori
Definitions
·
A Teacher is the image of Brahma -- Manu
·
The teacher is a Brahma, the creator, he
is God Vishnu, he is God Maheshwar. He is entire universe, salutations to him.-- Indian Prayer
·
The true teacher is he who can
immediately come down to the level of the student, transfer his soul to the
student’s soul and see through and understand through his mind. Such a teacher
can really teach and none else -- Swami
Vivekanand
·
The teacher’s place in society is of
vital importance. He acts as the pivot for the transmission of intellectual
traditions and technical skills from generation to generation and helps to keep
the lamp of civilization burning -- Dr.
S. Radhakrishnan
·
A teacher can never truly teach unless
he is still learning himself. A lamp can never light another lamp unless it
continues to burn its own flame. The teacher who has come to the end of his
subject, who has no living traffic with his knowledge, but merely repeats his
lessons to his students, can only load their minds. He can not quicken them -- Tagore
·
Every teacher and educationist of
experience knows that even the best curriculum and the most perfect syllabus
remains dead unless quickened in to life by the right method of teaching and
the right kind of teachers. -- Secondary
Education Commission
·
The Teacher is the real maker of
history. -- H.G. Wells
·
The teacher is the maker of man. -- Sir John Adams
You
need to work for :
·
Excellence
coupled with equity and social justice
You
need to achieve the objective of excellence coupled with equity and social
justice by way of imparting quality education to all students without any
discrimination between cast, creed, sex, religion and race so that they become
physically fit, mentally alert, emotionally balanced and spiritually sound.
Teachers are required to understand the need of every child for material
education, education for becoming good human being and for divine education so
that they can face the realities of life in the new millennium.
·
National
Integration
Today, promotion of patriotism and education for
national integration has become the need of the hour. Our foremost duty is to
provide education in such a way so that the students can live and learn together
and develop their full potentials.
·
International
Understanding
We
need to apprise the students that India needs a new race of man, a just world,
a united world and a peaceful world. The present circumstances at international
level compell us for proper international understanding by fostering the
principle of Live & Let Live.
·
Good
Quality Modern Education
Teachers need to work for good quality
education to transform the students into self reliance and self assured citizen
of the world. This can be achieved by successful curriculum transaction with
modern mathetics and educational technology together with strong component of
culture, inculcation of values, awareness of the environment, adventure
activities and physical education.
·
Reasonable
level of competence in three languages
Knowledge and skill in languages fosters
intelligence in the learners. As such, we should make an effort to attain a
reasonable level of competence in minimum three languages as envisaged in the
Three Language Formula.
·
Vidyalaya
as a focal point for improvement in quality of school education
Every teacher should strive with heart
and soul to raise children upto highest perfections of mankind to such a degree
so that every one of them will be trained in the use of mind in acquiring
knowledge, in humility and lowliness, in dignity and in ardour and love.
The
Paradoxical Commandments:
1)
People are logical, unreasonable and self centered. Love them any way.
2)
If you do good, people will accuse you of selfish ulterior motives. Do good any way.
3)
If you are successful, you will win false friends and true enemies. Succeed anyway.
4)
The good you do today will be forgotten tomorrow. Do good anyway.
5)
Honesty and frankness make you vulnerable. Be
honest and frank anyway.
6)
The biggest men and women with the biggest ideas can be shot down by the
smallest men and
women with the smallest minds. Think
big anyway.
7)
People favor underdogs but follow only top dogs. Fight for a few underdogs always.
8)
What you spend years building may be destroyed overnight. Build anyway.
9)
People really need help but may attack you if you do. Help then. Help people anyway.
10)
Give the world the best you have or you’ll get kicked in the teeth. Give the world the best
you have anyway.
Essential
Qualities of a Teacher
1)
Teacher as a Role Model:
Role
Models are people who set good examples by the words they speak and by the
actions they take. Role Models can be the people you know personally or people
you have learned about in the news at school or on television.
Students
tend to copy the behaviour and mannerism of the teachers. The teacher’s entire
personality is a reflection on the minds of the students. If the teacher is
honest, leads a balanced and disciplined life, the children adopt these virtues
as a ideal conduct unconsciously. The ideal teacher s one who through his
thoughts, words and deeds, gives and an impression of an honest upright life
which can serve as a model for the students to copy, follow and emulate.
2)
Teacher’s Character
A
flower in bloom is loved by all and in this lies its glory. Similarly, man may
be viewed as having achieved everything in life when he becomes perfect in
character. If the best flowers among mankind take to teaching, society is
abundantly enriched, their fragrance and beauty are then made the best use of.
If the teacher becomes an embodiment of right conduct in thought, word and
deed, the students by their association will learn virtue and develop manly
qualities. They can be humanized and can live and act like normal human beings.
They can become thoughtful, concerned and courageous.
3)
Teacher’s Personality
Every
teacher must have a good personality. Radiant, pleasing and impressive personal
appearance, refinement, pleasant manners, industry, enthusiasm, drive,
initiative, open mindedness etc., are some of the essential traits of an ideal
teacher. External appearance has a psychological effect upon the students. By
attractive appearance, he/she can win the love and affection of his students
and can command respect. He/she should be frank, tolerant, kind, fair and straight-forward
so that he/she can stimulate learning.
3.1 Personality Traits
Self
confidence and self respect
Excellent
Appearance
Healthy
and Energetic
Good
Intellect
High
character
Sense
of Humour
Optimistic
Democratic
Fair
and Just
Sympathy
and Empathy
Punctuality
Enthusiasm
Industriousness
Sociability
3.2 Personal Values
Love
|
Non
Violence
|
Dialogue
|
Dutifulness
|
Brotherhood
|
Patience
|
Forgiveness
|
Courtesy
|
Repentance
|
Thrift
|
Sharing
|
Magnanimity
|
Service
|
Sports
manliness
|
Team
Spirit
|
Loyalty
|
Responsibility
|
Gratitude
|
Accountability
|
Tolerance
|
Sympathy
|
Freedom
|
Justice
|
Determination
|
Hospitality
|
Coordination
|
4)
Teacher’s Mental Health
We
speak of education as a lamp lighting another lamp, one life making another
life and a spirit speaking to another spirit. We can achieve this objective, if
the teachers have good mental health. Students develop interest in those
subjects, which are taught by pleasing and genial teachers. The teacher makes
the emotional atmosphere in the classroom. A neurotic teacher may spread fear,
nervousness and worry in the classroom. A fanatic-teacher may spread hatred,
prejudice and hostile feelings among the students. If he has a good mental
health, he can create love, interest and enthusiasm for learning and a taste in
the subject he teaches.
5) Teacher’s Physical Health
A
teacher should possess a sound body alongwith a sound mind. He should have a
sound physical health, physical energy, vitality and he should be free from
physical defects. This will make him alert, cheerful, happy, dynamic and
enthusiastic. He can maintain emotional stability.
6) Teacher’s Social Adjustment
Sociability
is another important quality of a teacher. He should have a sound social
philosophy and he should make his best contribution to the society. He should
know how to adjust himself to the social surroundings in which he lives. He
should not be quiet, retreating and introverted. He should be free from worry,
anxiety and thinking and feeling about himself. He should mix well in society
to have a large body of friends and to take a helpful interest in his
neighbours. Normal social life outside the school will go a long way to give
him happy social adjustments.
Social Values
Discipline
|
Punctuality
|
Respect
for elders
|
Ambition
|
Faithfulness
|
Confidence
|
Responsibility
|
Cleanliness
|
Dedication
|
Good
Manners
|
Devotion
|
Creativity
|
Sense
of Competition
|
Patience
|
Knowledge
|
Positive
Approach
|
Fortitude
|
Innovative
|
Self
Reliance
|
Courage
|
Sincerity
|
Intelligence
|
Affection
|
Truthfulness
|
Obedience
|
Regularity
|
Patriotism
|
Self
Evaluation
|
Honesty
|
Hopefulness
|
7) Teacher’s Professional Efficiency
The teacher must possess a strong sense of vocation
and true devotion towards teaching. He should have a genuine love for his
calling. For his professional efficiency, he should have knowledge of
psychology, educational philosophy, aims, contents, methods and materials of
instruction, skill and interest in teaching. He must possess a fair knowledge
of current affairs about his own country and other countries of the world.
8) Teacher’s Academic
Achievements
A
teacher should possess knowledge of the fundamentals of the subjects he
teaches. He should have a sound academic and cultural background.
10) Teacher’s Professional
Training
The
teacher must have the required professional training; without which he will
commit serious pedagogical blunders. Prof. Monteque in his book, Education and
Human Relations. Asserts that, No one should ever be permitted to become a
teacher of the young unless by temperament, attitudes and training, he is
fitted to do so.
11) Teacher’s Accountability
Lessinger
advocates that each child has a right to be educated in order to become a
productive citizen of a country. The parents and the citizen have a right to
know the progress of education of their children. Teachers, being the
educational or human engineers are accountable for the progress of the children
they teach. Because of this, the National Policy on Education 1986, in India,
has made this concept very popular.
Mass education in India
appears to be in a degrading condition. Education imparted by some teachers is
far from satisfactory. Majority of the students lack fundamental knowledge in
different areas of education. Such teachers do not feel it to be their
responsibility. They are involved in private tuition and coaching centres to
get some remuneration. Since a teacher’s accountability is very important in
modern teaching-learning process, the accountability of the teachers should be
evaluated at frequent intervals. There must be proper supervision of their
work. The supervisor should see how far the teachers are accountable in respect
of teaching, research, co-curricular activities, use of aids and equipments in
the classroom, utilization of local resources for the benefit of the students
and development of students’ moral and ethical values. Thus, the degrading
condition of education in our country can be checked.
References:
- NCTE (2010); Draft Code of Professional Ethics for School Teachers, New Delhi
- NCTE (2009); National curriculum framework for teacher education, New Delhi
- Cupino C.P. (2006); ‘Ethics and Responsibilities in the Teaching Profession’ at Retrieved Nov. 25, 2012 from
- http://www.charter-humanresponsibilities. net/spip.php?article1002
- Smith D. & Patricia Goldblatt (2007); Ethics and the Teaching profession, Retrieved Nov. 20, 2012 from
- http://www.isatt.org/ISATT-papers/ISATT papers/DSmith_ EthicsandtheTeachingProfession.pdf
- Retrieved Nov. 30, 2012 from http://news.in.msn.com/national/ article.aspx?cp-documentid=4972303 RetrievedNov. 20, 2012 from http:/ /www.gradsch.psu.edu/facstaff/tethics.html
- http://www.oaj.fi/cs/oaj/A%20Teachers%20Ethical%20Principles
- https://www.utdanningsforbundet.no/upload/1/L%C3%A6rerprof_etiske_plattform_a4_engelsk_31.10.12.pdf
- http://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics
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