AIOU Solved Assignments 1 & 2 Code 8612 Autumn & Spring 2024. Solved Assignments code 8612 Professionalism in Teaching 2024. Allama iqbal open university old papers.
Assignment No. 2
Autumn & Spring 2024
Professionalism in Teaching (8612)
Q.1.Howteachersareregardedasrolemodels?DiscussatlengthlifeofProphet Muhammad(PBUH)asarolemodelforwholehumanityingeneralandMuslimsin particular.
TEACHERSASAROLEMODEL
Arolemodelisapersonwhoinspiresandencouragesustostriveforgreatness,liveto ourfullestpotentialandseethebestinourselves.Arolemodelissomeoneweadmire andsomeoneweaspiretobelike.Welearnthroughthem,throughtheircommitmentto excellenceandthroughtheirabilitytomakeusrealizeourownpersonalgrowth.We lookatthemforadviceandguidance.
Arolemodelcanbeanybody:aparent,asibling,afriendbutsomeofourmost influentialandlife-changingrolemodelsareteachers.Afterparent,studentslearnfrom theirteachers.Teachersteachtheirstudentsfrompre-primary,toprimary,elementary andsoon,uptothestagewhentheybecomeyoungadult.
AccordingtoRobyn(2008)teacherasrolemodel,canmakepositiveimpacton studentsbysevendifferentways.Accordingtohimtheseare;
1.Studentsareverygoodobserversandtheireyeswatchandtheirearslistenwhatever theirteachersdoorsayinsituations.Teachersmustkeepinmindthatthechoicesthey makeinparticularsituationdonotonlyimpactthemselvesbutthesealsohavegreat impactonthose(students)whoregardthemastheirsuperheroes.Itmeanswhenever studentswouldfacesimilarsituation,theywouldthinkwhattheirteachershaddonein suchasituationandtheytrytorepeatactionsorwords.
2.Teachersasrolemodelshouldthinkaloudwhentheyfacetoughsituationsandwhen theyhavetodecideindifficultcircumstances.Theymustsharewhataretheprosor consofdifferentdecisionssothatreasoningskillsmaybedevelopedinstudents.The processofmakinggooddecisionisaskillwhichneedsreasoningpowers.Theteachers
mustsharewithstudentswhyparticulardecisionisthebestandhowtheydecideit. Thisthinkaloudtechniquewillworkasguidelineforstudentstomakesuchagood decisionsindifficultsituations.
3.Nobodyisperfect,everyonemakesmistakesbuttheimportantisthatwhenyou commitamistakeormakeabaddecisionletthosewhoarewatchingorlearningfrom youhowyouareplanningtocorrectit.Thisactionwillhelpthemunderstandmistakes arecommon;itisnottheendofworld;everyonecancorrectmistakes;andaboveallas ateacheryoumusttakeresponsibilityasearlyaspossible.Afterapologizingon mistakes,admittingbadactionsordoing,compensatethedamageyouaresetting examplesforthosewhoarelearningfromyoudirectly.Bydemonstratingthisactivity youareguidelinelittlemindsanimportantskillwhichisoftenoverlookedinpracticallife.
4.Stickinesswithcommitmentsandfollowingthepromisesaregreatandnoble characteristicsofarolemodel.Asanadult,sometimeweremainbusy,distractedorbit lazybutasarolemodelteachermustdemonstrateselfdisciplinebyreflecting; punctuality;finishingtaskwhenoncestarted;donotquit;keepingyourwords;and acceptingthechallengesindifficultsituations.Thisdemonstrationwillteachstudents anattitudeof“ifs/hecandoit,socanI”
5.Asarolemodel,teachersaresupposedtoteachstudentstreatothersasyouwantto betreatedbyothers.Youractionswillreflectwhetheryoustepotherstogoahead?How youdealwithyourspouse,friends,colleagues,andstaff?Howyoushowyourgratitude orattitudewhenothershelpyou?Thiswillteachstudenthowtobesuccessfulinlife withrespecttoothers.Howtoshowrespectforallinlife.
6.Greatrolemodelsarenotjustteacherstheymaybegoodswimmers,chefs, architecture,sportsman,etc.Whenstudentsseetheirrolemodelsindifferentactivities, theywilllearnthattheydon’tneedtopigeon-holethemselvesinordertobesuccessful.
PROPHETMUHAMMAD(PBUH)ASAROLEMODEL
BeingaMuslim,HolyProphetMuhammad(PBUH)isthebestrolemodelforthewhole humanitytofollowingeneralandMuslimsinparticularforeachandeveryaspectoflife. Fortunatelyhewassentasateacher.TherearenumerousreasonstoconsiderHis personalityasarolemodelfewofwhichcanbeexplainedasunder;
HeisoursourceofinspirationforourconnectionwithAllah.Wefindourselvesvery closetoAllahwhenweawaketoHiswords,“ThanksyouAllahforyourgiftoflife;health andremembrance.”Hekeepsuscompany–proddingustotakeGod’snameaswedo ourdailychores,rituals,bathroom,ablutions,yawning,sneezing;aswehaveour
breakfast,aswetalktoourfamily;whenwegooutofourhome;asweenterintoa mosque,aswewaitforprayer;asweconversewithpeople.Healsoremindsushowto beconsciousofAllah:tosmile,tobegentle,toshowmercytotheyoung,torespectthe elders,togreeteveryone,towalkhumbly,torendertendercaretoallGod’screatures, bigandsmall.
Asweaccomplishourtasks,andderivesatisfactionfromourachievements,weare remindednevertoallowourselvestoslipintoafeelingsofvainglory-theProphet Muhammad’scompletehumilitywhichHeshowedduringHisgreatestvictoryof Makkahcanneverbeforgotten.
WhenweseethegreatleadersoftheworldwedefinitelyfindMuhammad(PBUH)at thetopwhohasnomatchinthehumanhistory,Hewastheonlyonewhowonsomany battleswithverysmallnumberofcasualties.
Hewastheleader,whotoldushowtowintheheartofenemiesthroughamoral characterandmagnanimity.
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Q.2.Discussmajorissuesofteachereducationinnewmillennium.Alsosuggestsolutions.
NEWMILLENNIUM:PRESSURESANDPOSSIBILITIES
Teachereducationiscurrentlyfacinganumberoftensionsaspressureshavecomefrommany quartersinthelastdecade,withperhapsthemostintensefocusbeingontheissueofteacher quality.
Theissueofincreasinglyvarieddemographicconditionsthathaveledtostudentsfromallover theworldbeinginasingleclassroom,withtheassociatedneedforteacherstodealwith multiculturalism,whethertheylikeitornot,hascreatedanewcomplexitynotfacedbymost teachersadecadeorsoago.Teachershortagesinsomepartsoftheworldhasledtothe possibilityofteachersmovingfromonecountrytoanotherasthedemandforteachersand associatedwageratesmaketeachingamarketunlikewehaveexperiencedbefore.Asteachers, increasinglyareblamedforlackofstudentperformance,aspoliticianschoosetooffsetany responsibilitytheyhavefortheconditionsunderwhichteacherswork,sotoo,teachereducators aretargetedasbeingoneoftheproblemsassociatedwithwhatisperceivedtobelowlevelsof studentachievement.
Theseandotherdilemmasforteachereducationinstitutionsandteachereducatorsopenupthe opportunityforadetailedanalysisofanumberofmajorissuesusingdatacollectedfrom aroundtheworld.Thekeyissuesofglobalizationversusdiversity,theneedforhighqualitypre-
serviceprograms,forwellmanagedandsupportedintegrationofnewteachersintothe teachingforceandongoingprofessionaldevelopmentforthatworkforce,leadtotwoofthe majorfactorsthatwillimpingeontheteachingprofessioninthefuture;theneedfortheteacher tobecomeaconsistent,reflectivepractitionerandtheneedtouserapidlydeveloping technologies,bothICTandotherlearningtechnologies,inanincreasinglyeffectivemanner,to promotehighqualitystudentlearningforallstudents.
Followingarethemajorissuesinteachereducation
GlobalizationandDiversity
Increasingglobalizationhasimpactedonteachereducationintermsofteachersnowhavingto understandandcaterforadiversepopulation.Incertainpartsoftheworldtherearenow classroomswhereamultitudeoflanguagesarespokenandwheredifferentreligiousand culturalunderstandingsmustbeconsideredwhenteaching.
Thishasbroughtabouttheneedforasubstantialshiftinteacherattitudesaboutthetaskand substantialchangeintermsoftheteachereducationprogramofferedbyuniversities.
Thisisnotseenasbeingpositivebyallcommentators.Theimpactoftheglobaleconomyon educationcanmakelifedifficultforteachersandmayevenmakeitimpossibleforteachersto providethetypeofeducationtheyweretrainedfor:
Theroleandfunctionofeducationareundergoingdramaticchangesinresponsetothese economicimperatives.Thenotionofabroadliberaleducationisstrugglingforitsverysurvival inacontextofinstrumentalismandtechnocraticrationalitywherethecatchwordsare “vocationalism,”“skillsformation,”“privatization,”“commoditization,”and “managerialism.”(SmythandShacklock,1998,p.19).
Certainly,thediversityofmostcommunitiesinmanypartsoftheworldhasmadeteachingand educatingteachersmuchmoredifficultthanithaseverbeenbeforeandthereareexpectations thatteachereducationneedstodevelopteacherswhohavelearnedtoteachwithaculturaleye (Irvine,2003).Aswell,peoplewhoaretrainedtoteachinaparticulargeographicalareaofthe world(andgovernmentsareprettyspecificaboutwhattheywantthesedays)mayendup teachinginadifferentpartoftheworldor,attheveryleast,beteachingstudentsfrommany partsoftheworldandwhosecultureandcontextwerenotconsideredatallduringtheperiodin training.
StandardsandAccountability
TheStandardsandAccountabilitymovement,whichstartedinschoolsmorethanadecadeago, hasnowmovedtothetrainingofteachersasthenextstepintheprocess.Ithasbeenargued thatthereareanumberoffactorsthathaveledtotheincreasingsurveillanceofteacher education:
Amongtheseareadeep-seatedandgrowingdistrustofteachereducation;achangeinthe locusofcontrol,withnationalpolicyemergingasadominantinfluence;restructuringof licensingandgovernance;andreconceptualizingthenatureofstandards,withperformanceand outcomesassumingapreeminentrole(Roth,1996,p.252citedinTellez,2003).
Unlikemostotherreformsineducation,incurriculum,inpedagogyandinareasofstudent welfareandsupport,thataremostlydrivenbyteachersandadministratorsseekingtoimprove whattheydoonadaytodaybasis,thestandardsandaccountabilitymovementhasbeendriven bypeopleoutsideofeducation,basedmostlyontheideathatwecannolongertrusteducators todowhatisright.Tellez(2003,p.11)argues:
Likenearlyeveryotherreformofthetwentiethcentury,theaccountabilityreformsoftodaydid notemergefromtheranksoflocaleducators’wishesoroutcriesofstudentneed.Rather,such reforms,inretrospect,havetheiroriginsingroupsororganizationswithenoughpower,money, orcombinationofthetwotodictatethereformdimensions.
TeacherPreparation
Theconcernsidentifiedintheprevioustwosections,increasingglobalizationanddiversityand afocusonstandardsandaccountabilityforteachereducationcomeatatimewhenmany westernnationsarefacingateachershortageofunprecedentedproportions.Therearevarious predictionsintheUSthatnationaldemandswillreach2millionteachersinthenextfewyears duetothefactorsmentionedabove(DarlingHammondetal.,1999;Oakes,etal.,2002).So,ata timewhentherearehigherandhigherdemandsforthegraduatesofteachereducation institutions,theneedforputtingbodiesinfrontofclassroomshasledtoaloweringofentry standardsforpeoplewhoenterthroughothermeans.
However,itisnecessarytomakesurethatsuchteachershavetheskillsrequiredforthejob, regardlessofhowtheycameintotheprofession.Itisnotjustfindinganyteacherthatis important,butfindingtherightteacher,withtherightskillsfortherightsituation.
So,theissueofrecruitingandtrainingnewteachersismuchmorecomplexthanitwasa decadeago.
TeacherInduction
Educationsystemsandteachereducationprogramsneedtosupporttheinductionofyoung teachersintotheworkforceinwaysthatensuretheirretentionovertime.Hulingetal.(2001,p. 326)arguethattheteachershortageintheUShascomeaboutbecauseofthreeintersecting issues:
Today,thenationisfacinganunprecedentedteachershortagethatwillundoubtedlyresultin increasedattentiontoalternativecertificationpro-gramsasapossiblemeansofaddressingthe
school-staffingcrisis.Theteachershortageisbeingcreatedbya“triplewhammy”ofincreasing studentenrollments,anagingteacherforcetransitioningfromtheclass-roomintoretirement, andahighteacherattritionrate,especiallyamongnoviceteachers.
Thereisgrowinginterestintheproblemofteacherinductionandwide-spreadsupportforthe ideaofassigningexperiencedteacherstoworkwithbeginningteachers.Still,weknowrelatively littleaboutwhatthoughtfulmentorteachersdo,howtheythinkabouttheirwork,andwhat noviceslearnfromtheirinteractionswiththem.
ContinuousDevelopmentofTeachers
LevinandRock(2003,p.135)argue:
Recentscholarshiponprofessionaldevelopmentforteacherscallsforchange.Accordingto SparksandHirsh(1997),itistimetofindwaystomovebeyondthedominanttraining-focused modelsofprofessionaldevelopmenttomodesthatsupportlearnercenteredviewsofteaching. Lieberman(1995)characterizedeffectiveprofessionaldevelopmentasthatwhichisgrounded ininquiry,reflection,andparticipantdrivenexperimentation,namingtheroleofteacher- researcherasanappropriatemeans.
Themovementtowardsdevelopingprofessionallearningcommunitiesandnetworksof teachersandothersworkingtogetherhasbecomeamajorforceinchangingwhathappensin schools.Lieberman(2000,p.231)argues:
Educationalreformnetworksareparticularlywellsuitedtomakinguseofnewtechnologyand institutionalarrangements.Bytheirverynature,theyareflexible,borderless,andinnovative;they areabletocreatecollaborativeenvironments,focustheirefforts,anddevelopagendasthat growandchangewiththeirparticipants.
Thishaschangedtheinteractionsthatteachershavewitheachotherandhasresulted,inmany cases,inmuchmorecrossfertilizationofwhatteachersdo.Meier(1992,p.602)argues:
Attheveryleast,onemustimagineschoolsinwhichteachersareinfrequentconversationwith eachotherabouttheirwork,haveeasyandnecessaryaccesstoeachother’sclassrooms,take itforgrantedthattheyshouldcommentoneachother’swork,andhavethetimetodevelop commonstandardsforstudentwork.
TheReflectivePractitioner
Inrecenttimes,therehasbeencallforchangeinteachereducationinwaysthatwillpromote teachersbeingmuchmorereflectiveintheirpractice(Jones,1998;KorthagenandKessels, 1999;Ball,2000;WiseandLeibbrand,2001).KorthagenandKessels(1999,p.4),argueteacher educationprogramsneedtolinktheoryandpracticeand“tointegratethetwoinsuchawaythat itleadstointegrationwithintheteacher”.Similarly,Ball(2000,p.254)maintains“Wemust understandbettertheworkthatteachersdoandanalyzetheroleplayedbycontentknowledge
inthatwork”.Theimportanceofteachersengaginginreflectivepracticeisrecognizedby numerousresearchers(Schön,1983;Cochran-SmithandLytle,1999;Ball,2000).Loughran, (2002,p.33)argues:forreflectiontogenuinelybealensintotheworldofpractice,itis importantthatthenatureofreflectionbeidentifiedinsuchawayastoofferwaysof questioningtaken-forgrantedassumptionsandencouragingonetoseehisorherpractice throughothers’eyes.
Thebestwayforteacherstoimprovewhattheydoisforthemtoreflectontheirpracticeand workwithotherteacherstohelpthemunderstandwhatisneededforhighachievement. However,Cochran-Smitharguesthatthecurrentstandardsmovement,whichreducestherole ofateachertotheimplementationofafewnarrowlyfocusedoutcomes,hasanegativeeffect ofthisactivity:
Theimageofteachersasprofessionalswholearnfrompracticeanddocumenttheeffectof theirteachingonstudents‘learningisaclearpartofthediscourseofthenewteachereducation. Experiencedaswellasprospectiveteachersareexpectedtofunctionasreflectivepractitioners, workcollaborativelyinlearningcommunities,anddemonstratethattheirteachingleadsto increasedstudentachievement.But,anarrowinterpretationofhigherstandards-andonethat islurkingbeneaththesurfaceofthediscoursethatheraldstheparadigmshiftinteacher educationfrom“inputstooutputs”-threatenstheideaofteachingforchange(Cochran-Smith, 2001b,p.180).
TheImpactofTechnology
Thelasttwodecadeshaveseenadramaticincreaseintheuseoflearningtechnologiesof variouskinds.Theoldimageoftheteacherwithapieceofchalkandafewtextbooksisnow wellinthepast.Theintroductionofcomputertechnologyinparticularfindsteachersusing PowerPointfortheirclasses,accessingknowledgefromallaroundtheworldviatheworld-wide- web,beingemailedbystudentsatallhoursofthedayandnightandaccessingvastdatabases toentertheirdatarelatedtostudentprogressareallpartandparceloftheteachingday.This hasbroughtwithithugeimplicationsforteachereducatorswhoneedtobeaheadofthegame iftheyaretoprovidetheirstudentswiththebestunderstandingofhowtheseactivitiesmightbe used.Thisischallengingformanyteachereducatorswhomayhavebeencomfortablewiththe oldwayofdoingthingsandnowfindmanyoftheirstudentswellinadvanceoftheirown knowledgeaswell.Oteroetal.(2005,p.8)argue:
Thisimpliesthatuniversityfacultyinteachereducationprogramsmustbecomeproficientat technologyuseandmustcometounder-standcontent-specific,pedagogicalusesof technologyfortheirowninstruction.
TheUSNationalResearchCouncil(1999,p.238)madethecasefortheintroductionof computer-basedtechnologies:
Whathasnotyetbeenfullyunderstoodisthatcomputer-basedtechnologiescanbepowerful
pedagogicaltools–notjustrichsourcesofinformation,butalsoextensionsofhuman capabilitiesandcontextsforsocialinter-actionssupportinglearning.Theprocessofusing technologytoimprovelearningisneversolelyatechnicalmatter,concernedonlywith propertiesofeducationalhardwareandsoftware.Likeatextbookoranyotherculturalobject, technologyresourcesforeducation–whetherasoftwaresciencesimulationoraninteractive readingexercise–functioninasocialenvironment,mediatedbylearningconversationswith peersandteachers.
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Q.3.Explaintheimpactofteachervaluesinteachingingeneralandvalueseducationin particular.
INTERPLAYWITHVALUEEDUCATIONANDTEACHINGPROFESSION
Twoquestionsseekinganswersinordertoaddresstheproblemofdeterminingtheimpactof teachervaluesonteachingingeneralandvalueseducationinparticular:
1.Iseffectiveteachingtheexpressionofageneralsetofteacherpersonalvaluesthatinform teacherbehaviorsandrelationshipswithstudents?
2.Aretherespecificteachervaluesthatinformqualityvalueseducation?
Itisnecessarytoestablishthatteachingisvalues-ladenbeforefocusingonthesequestions.In onesenseteachersaresocialandmoraleducators.Teacherstakepositionsonavarietyof socialandemotionalissuesanddevelopvaluesthatareinformedbythesechallenges regardlessoftheinstitutionallimitationswithinaschool.
Clement,2010unravelsstudentperceptionsaboutthecaringattitudeofteachers.Research revealedthatteacherswithprofessionalvaluesdealtheirstudentsequally,respectthemasa person,considerindividualdifferencewhilemakingexpectations,offerinstantconstructive feedbackandactasrolemodelfortheirstudents.Professionalismandcommitmentare apparentintheplanning.Twoofthearguablymoreenduringprofilesofteacherqualitiesand valuesthataredesirableinestablishingteacher-studentrelationshipstooptimizelearningare thoseofCarlRogers(1969)andPauloFreire(1998).Theypresentanidealoftheteacherand humanbeingasemotionallyandpsychologicallystable,andaredescribedbytheauthoras follows:
1.Realness
Thisincludestheteacherbeinghimselfwithoutpresenceofdifferentclassroomidentity. Teachermaybeenthusiastic,uninterested,interested,annoyed,sympatricandsensitive becausetheyacceptsthesefeelingsasher/hisown,she/hehasnoneedtoenforcethem.
2.Prizing,Accepting,Trust
Thiscomprisestheteacherwayofrecognizingandacknowledginghisstudents.Recognition shouldbeinthewaythatitmaynotdiscourageotherstudentswhileencouragingoneinfrontof class.Forthatpurposeprivaterecognitionisencouragedascomparedtopublicrecognition. Caringfortheminsuchawaythattheirfeelingsandopinionsareaffirmed.
3.EmpathicUnderstanding
Thiscontainstheteacherqualitytodemonstrateasensitiveunderstandingofhowhisstudent perceiveandfeelsaboutlearning.Consideringthecontextasamajorrequisiteforlearning, Rogers(1969)saidaboutthestudentvoicethatatlastsomeoneunderstandshowitfeelstothe studentswithoutwantingtoanalyzingorjudgingthem.Inthiswaystudentscangrowandlearn inahealthyteachingandlearningenvironment.
4.TheFullyFunctioningPerson
Theseteachersareemotionallysecureandhavenoneedtobedefensive.Thisinvolves teachersintheprocessofbeingandbecomingthemselvesbybeingopentotheirfeelingsand evidencefromallsources,andbydiscoveringthattheyaresoundlyandrealisticallysocial.
“Freire’s(1998)‘CentralQualitiesofProgressiveTeachers’alsoportraytheessentiallyhuman andemotionallyresponsiveteacher:
Humility:beingperceptiveabouttheirownlimitationsandimplementingademocraticrather thananauthoritarianclassroom.
Lovingness:showingloveforbothstudentsandteachingandpracticingarmedlove(fighting forwhatisright).
Courage:removingone’sownfearsandinsecurities.
Tolerance:respectingdifferencebutnot‘acquiescingtotheintolerable
Decisiveness:makingoften-difficultchoicesforthebest,yetbeingcarefulnotto‘nullify oneselfinthenameofbeingdemocratic.
Livingthetensionbetweenpatienceandimpatience–preservingthetensionbetweenthetwo yetneversurrenderingtoeither.
Joyofliving:committingtobothteachinginparticularandlifeingeneral.”
WhiletheeducatorestimationsofRogers(1969)andFreire(1998)areapparentlypersisting,if testingtoinstruct(realness,lovingness,lowliness,thecompletelyworkingindividual,andthe delightofliving),differentarticulationsofperfectinstructoresteemsandpracticesunavoidably advanceasimpressionofeducatingandlearningchange.Brady(2006)followsadevelopment inexpansivewaystodealwithtakinginandinstructingfromconventionaltodynamicto collective,andcharacterizesamodelofcontemporarylearningandshowingthatdependson
socialconstructivism,andthatiscommunicatedbyBruner’s(1996)assertthatlearningought tobeparticipative(understudiesbeingoccupiedwiththeirlearning),proactive(understudies steppingupwithregardstotheirlearning),andcooperative(understudiesworkingwitheach otherandtheireducatortoadvancetheirlearning).Suchadynamicperspectiveofstudents, combinedwithasimilarlypowerfulpartforinstructorsasco-constructorsoflearning,has apparentlychangedpriorpicturesoftheperfecteducatorasthe’wellspringofallintelligence’, thequintessentialexplainer,oronewhocan’separate’andpresentdatasuchthatitis acceptableforunderstudies.Ithaslikewisehadtheimpactoffeaturingtherequirementfor instructorresilienceandlackofbiasinesteemstraining,andhighlightingtherequirementfor understudysupportandexpertactivity.
5.DesirableTeacherValuesThatInformValuesEducation
Thechallengeofteachingvalueseducationistofocusontheneedforteacherstocreatewarm andsupportiveclassroomenvironmentsinwhichstudentsfeelfreetoexpresstheirthoughts andfeelingsorevenexperiencecatharsis,andtobetolerantofdifferentstudentopinions.A moredemandingstrategyfordecidingifcertainesteemsaremorecriticalinvaluesinstruction thandifferentregionsoflearning,istoinspecttheeducating/learningsystemsthatinstructors mustembraceinencouragingeachofthesignificantcontemporarywaystodealwithesteems training,andtodeducetheeducatoresteemsthatareexpectedtoilluminatehone.
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Q.4.Defineethics.Differentiatebetweenethicsandmorality.Alsodescribegeneralprinciplesof ethicsinteaching.
DEFINITIONSOFETHICS
Ethicsarethefundamentalwaysofhumanbehaviororbasicprinciplesofsocialandpersonal life.Itstudiesthevaluesofallmenandwomen,humanornaturalrights,concernforhealthand safetyinnaturalenvironment.
Ethicsareconcernedwiththemoralphilosophyorcodespracticedbyapersonorgroupof people.
Ethicsasetofmoralprinciples:theoryorsystemormoralvalues.Thedisciplinedealingwith whatisgoodandbad.
Ethicscanbeviewedasa‘philosophyofmorality’asitdealswithoughtandoughtnot.(Mohony, 2009).
Ethicalprinciplesprovideguidanceonhowindividualslivetheirlivesaccordingtodefined criteria.Manythinkersdiscussedvirtuesofanethicallife.Ithasbeenagreatdebateonroleof ethicsorethicalbehaviorinprofessionallife.Thedemandofethicsisessentialpartoflifemost importantlytoperformdutiesinprofessionalsetting.Ineveryfieldoflifeethicaldemand
becomescrucialdaybyday.Doctors,lawyers,accountants,scientistsandseveralprofessions followrulesandregulations.Theyareallrestrictedtofollowethicsforthebenefitoftheir stakeholders.Teachingisamoralandethicalactivity.Teachersarerepresentativeofmoral valuesandvirtues.Hence,thedutyofprincipalsandteachersincreasesmore.Theyarethetrue exchangersofvaluestonextgeneration.
DifferenceBetweenEthicsandMorals
Ethicsandmoralsrelatewithhumanattitude,behaviorandwaysofinteractingwitheachother. Thesearethecodeofconduct‘whatisright’andwhatiswrong’.Usually,bothtermsuse interchangeablybuttheyaredifferentfromeachotherEthicsconsideredtobetheruleorcode ofconductprovidedbyexternalsourcesintheworkplaceorgoverningbodies.Moralsarethe internalprinciplesofanindividuallife.
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Q.5.Discussethicalissuespertainingtoeducationandschooling.
ETHICALISSUEPERTAININGTOEDUCATION
1.RighttoEducation
DuetotheimportanceofeducationinIslam,TheHolyProphet(PBUH)said:“Gettingknowledge isobligatorytoeveryMuslimmanandwoman”.Itisthemoraldutyofgovernmentand concernedauthoritiestoprovideopportunitiesforstudents.
2.ShouldTeacherStudentsbeFriends?
Schoolingistheactofinteractingpeoplewitheachothertowardsthemutualgoal.Herethe relatedpersonsarestudentandteacher.Nowadays,therenownedphilosophyofeducation leadstowardsthefriendshiprelationshipsofstudentteacher.But,theaddressingquestionhere isthatshouldteacherexceedthelimitsorshouldprovidesomemeasurestomaintainpositive relations.
3.ToWhatExtentHelpisRequired?
Thisissueismoreconsiderablethatismorerequiredinrelationshipofprincipals,teachersand students.
4.Communication
Communicationistheheartofanyeducationalprocesswhetheritiscarriedinclassroomor beyondtheclassroom.Beingpoliteandhumblecanuplifttheethicalenvironmentofschools.
5.ConflictManagement
Conflictscanbeeasilyresolved,byadoptingethicalframeworks.
6.LanguageofLearning
Biesta(2006)foundconceptofthelanguageoflearning.Inthisregard,hehasidentifiedfour contributingtrendswhichinfluenceonethicineducationalsystem:
1)newtheoriesoflearningwhichshiftedtheattentiontostudentsandtheiractivitiesrather thanteachersandteaching,wherelearningbecamemorecentralandteachingconceptualized intermsoffacilitatinglearning;
2)postmoderndoubtframededucationasamodernprojectinneedofquestioning;
3)thegrowingmarketfornon-formaladultlearningasamainlyindividualisticactivityhasmade useofthewordlearning
4)withthedestructionofthewelfarestatetherelationshipbetweengovernmentsandcitizen hasbee,inmanycases,re-conceptualizedintoaneconomicalrelationshipbetweentheprovider andtheconsumerofpublicservices.Allofthesetrendscontributetoriseofthelanguageof learning.Abovementionedtrendsineducationnarrowsteachers’possibilitiesforprofessional influenceontheeducationalsystem.
7.TeacherAutonomy
Theconceptofteacherreferstotheprofessionalindependenceofteachersinschools, especiallythedegreetowhichtheycanmakeautonomousdecisionsaboutwhattheyteachto studentsandhowtheyteachit.Duetothemarketinfluenceineducationitdecreasesthe independenceofteachers(Hargreaves,2000).
ETHICALISSUESPERTAININGTOSCHOOLING
1.RelationalProfessionalism
Relationalworkskillisthetermusedtodescribethewaysinwhichprofessionalsinteractwith eachother.Relationalskillsgobeyondknowledgeofbusinessmodelsandprofessional experiencetoincludepersonaltraits.Aswithprofessionalskills,relationalskillsdifferfrom persontoperson.Teacherinteractwithstudentswhattheypracticeinrelationalmannersare: knowledgeofstudents,pedagogicalknowledge,principlesofclassroommanagement.Teacher shouldadoptrelationalqualities(engagement,authenticity,understanding)toenhancepositive environmentinschools.Thisrelationalprofessionalismimpactsonoverallschoolethical environment(Frelin,2013)
2.SocialDiversity
Therearedifferentgroupsinaschool.Theyhavecultural,religiousandeconomicdifferences. Ethicallytocopeupallthesediversepeopleisthechallengingtasks.
3.Discipline
Duetothelackofethicalconsiderationsinalleducationalsetups,thedisciplineproblemsare increasingdaybyday.Practiceofethicsandmoralityisleadtowardsthefulfillmentof educationalgoals.
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