What constitutes professional practice?: A research-based model of teacher professionalism from students’ perspective

Document Type

Book Chapter

ISBN

9789004768703

Editor

Alessia Scarinci, Loredana Perla, Laura Sara Agrati, and Vinci Viviana

Series

ISATT Conference Series

Publication (Name of Journal)

Hybridization of Teaching and Teacher Training: Innovative Practices and Methodological Issues

Department

Institute for Educational Development, Karachi

DOI

https://doi.org/10.1163/9789004768703-008

Publisher

Brill

City

Leiden

Abstract

The last decade has seen the mushroom growth of various initiatives to further teacher effectiveness and consequently enhance teachers’ professional status. Whilst there are examples of efficacious systems of preparing and supporting teachers for improving classroom practice, there are also examples of school improvement undertakings that have been ineffective in improving classroom practice. The educators are now raising questions about potency of existing knowledge for preparing teachers as effective professionals. There is a need to develop knowledge of teachers’ professional practice based on diverse perspectives of the key stakeholders, particularly students. The paper presents students’ perspectives about what constitutes teachers’ professional practice. The perspectives have emerged from nationwide research conducted in Pakistan. The data were collected from 4,223 students studying in public and private school systems. The research employed factor analysis on numerical data to bring to surface key dimensions that form the basis of the research-based model of teachers’ professional practice presented in the paper. These dimensions are teacher knowledge, teacher pedagogy, teacher and work ethics, and teacher engagement with students and parents. In conclusion, I argue the significance of the model from local and global perspectives for designing effective teacher development programs.

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