Understanding Teachers’ Perspectives on Professi onalism

1 Understanding Teachers' Perspectives on Professionalism Mercedes S. Tichenor John M. Tichenor Stetson University Stetson University Abstract What does it mean to be a professional and to exhibit professionalism? Depending on the context, these concepts may evoke many images and have multiple definitions. In this paper, we examine what it means to be a professional and to exhibit professionalism in the field of education. We go beyond theoretical definitions of teacher professionalism to explore what it means on a practical level. Specifically, we use focus group interviews to ask inservice teachers what they believe are the basic qualities of professional teachers and what aspects of professionalism ideal teachers exhibit. According to teachers in this study, professionalism is exhibited in many ways and encompasses both attitudes and behaviors.

2 What does it mean to be a professional and to not just anyone can play professional baseball, or exhibit professionalism? Depending on the con- be an accountant or engineer, or practice law or text, these concepts may evoke many images and medicine). have multiple definitions. In the world of sports, While teachers may be viewed differently than professionals are distinguished by the level of skill other professionals, the importance of effective that competitively sets them apart from amateurs. teachers in societal change cannot be underesti- Likewise in music, professionals have a level of mated. In fact, the classroom teacher is arguably skill that enables them to perform beyond the the single most important individual in directing amateur level and often, as in sports, qualifies the student success.

3 Although authors such as Stronge professionals to be paid for their performance. In and Tucker (2000) agree that the teacher is the the business world, professional is often synon- most important school-based factor in student ymous with successful or at least refers to achievement, there remains an uncertainty of behavior that is expected of individuals in specific what comprises effective or professional . occupations. Doctors, nurses, physical therapists, teaching. By Understanding and sharing a com- pharmacists, and others are health care profes- mon definition of professional and effective, . sionals with clearly delineated roles, responsibili- perhaps we can improve teaching so that more ties, and limits on their occupational behaviors. students will benefit from successful educational Moreover, professionals in the classic fields of experiences.

4 In this paper, we examine what it law, medicine and theology have codified rules means to be a professional and to exhibit profes- and expectations for behavior developed over sionalism in the field of education from the per- many centuries (Hart & Marshall, 1992). In these spective of practicing teachers. While there are examples, there are many shared understandings many descriptions of teacher as professionals and regarding what it means to be professional . In its importance, little research has examined what the field of education, however, being a classroom practicing teachers think about this subject. We go teacher is not always associated with being a beyond theoretical definitions of teacher profes- professional . That is, American society does not sionalism to explore what it means on a practical generally view teachers in the same way as they level.

5 Specifically, we use focus group interviews view other professionals; the belief that anyone to ask inservice teachers what they believe are the can teach is not found in other professions ( , Volume XXVII Number 1 & 2 Fall 2004 & Spring 2005 89. Mercedes S. Tichenor & John M. Tichenor basic qualities of professional teachers and what colleagues. Morrow (1988) believes professional - aspects of professionalism ideal teachers exhibit. ism is the degree to which one is committed to the profession and notes that individuals vary in their Teachers as Effective Professionals identification w ith their profession and in their On the most basic level, the definition of support of the profession's values , teachers professional teacher refers to the status of a have varying levels of professionalism.)

6 Kramer person who is paid to teach. It can also, on a (2003) contends the m ost critical elements of higher level, refer to teachers who represent the teacher professionalism can be classified into three best in the profession and set the highest standard categories: attitude, behavior, and communication. for best practice. For example, Wise (1989) de- These three broad areas cover a wide range of scribes professional teachers as those: behaviors and characteristics that should be demonstrated in the professional lives of teachers, [who] have a firm grasp of the subjects they from being on time and dressing neatly to under- teach and are true to the intellectual demands standing learning theories to clearly communicat- of their disciplines. They are able to analyze ing with colleagues, parents, and students (Kra- the needs of the students for whom they are mer 2003).

7 Additionally, Cruikshank and Haefele responsible. They know the standards of (2001) categorize good teachers in multiple practice of their profession. They know that areas including being analytic, dutiful, expert, they are accountable for meeting the needs of reflective, and respected. their students (p. 304-305). In The Moral Base for Teacher Professionalism, Hugh Sockett (1993) lays out a broad theory of the This definition clearly illustrates that teaching moral foundations of teacher professionalism. He at a professional level is an advanced and complex describes professionalism as the manner of undertaking. Both Clement (2002) and Seifert conduct within an occupation, how members (1999) point out that becoming a professional integrate their obligations with their knowledge teacher is a process that takes time to master.

8 And skill in a context of collegiality, and their Stronge (2002) categorized the attributes, contractual and ethical relations with clients (p. behaviors, and attitudes of effective teachers into 9). Using composite descriptions of idealized six major areas: prerequisites of effective teachers, teachers in three classrooms, he identifies five the teacher as a person, classroom management major aspects of professionalism for teachers: and organization, organizing for instruction, character, commitment to change and continuous implementing instruction, and monitoring student improvement, subject knowledge, pedagogical progress and potential. The first two areas exam- knowledge, and obligations and working relation- ine the teacher as an individual, while the remain- ships beyond the classroom.

9 Ing four explore the responsibilities and practices A teacher's character refers to personal virtues of teachers. He further summarizes the character- such as patience, determination, courage, and istics of effective teachers into three statements: respect for children. Sockett (1993) claims that we the effective teacher recognizes complexity, com- often overlook the importance of character by municates clearly, and serves conscientiously. focusing on performance of the teaching act. Hoyle (1980) portrays professionalism as the However, he believes that it is impossible to quality of one's practice. In other words, the separate the character of the individual teacher behaviors exhibited by a professional teacher are from the act of teaching. Sockett's (1993) second what identify a teacher's professionalism.

10 Simi- category of teacher professionalism is commit- larly, Hurst and Reding (2000) associate specific ment to change and continuous improvement. He behaviors with teacher professionalism, from states (p. 7), Striving to adjust to change seems appearance and punctuality to using proper inevitable for a professional if teaching is to be language and building strong relationships with good, since children in classrooms are never 90 The professional Educator Understanding Teachers' Perspectives on Professionalism replicas of those who have gone before. Teachers Clearly, the concepts professional and exhibiting this behavior are constantly looking for effective have many layers and belie a single ways to improve their practice and adjust to the definition. As Stronge (2002) contends, effective individual needs of students.