its about professionalism theory to practice content is about teaching context

3. PROFESSIONALISM IN TEACHING:
THEORY TO PRACTICE
By Shafaq Sheikh

4. What is code of conduct
 A code of conduct defines how a company's
employees should act on a day-to-day basis. It reflects
the organization's daily operations, core ...
 A code of conduct is a set of rules outlining the
norms, rules, and responsibilities or proper practices
of an individual party or an organisation.

5. What is code of conduct
 A well-written code of conduct clarifies an
organization's mission, values and principles,
linking them with standards of
professional conduct. ... As a result,
written codes of conduct or ethics can
become benchmarks against which individual
and organizational performance can be
measured.

6. Importance of code of conduct a Code is a central guide and reference for employees to
support day-to-day decision making.
 A Code encourages discussions of ethics and compliance,
empowering employees to handle ethical dilemmas they
encounter in everyday work.
 It can also serve as a valuable reference, helping employees
locate relevant documents, services and other resources
related to ethics within the organization.
 Also, it is an essential element of being a member of a
professional body.
 It sets the rules under which any professional deals with
issues on his working life and it even extends on the
perception of social values as an individual.

7. CODE OF PROFESSIONAL CONDUCT AND
VALUES
Professional Code for Teachers repeats
and makes explicit the values and
standards that have long been
experienced by the teachers through their
active participation in the field of
education.

8. Its purpose is threefold:
 It fills in as a directing compass as teachers look to
control a moral and conscious course through their
career in instructing and to maintain the respect and
pride of the profession of teaching.
 It might be utilized by the teaching group and the
more extensive open to inform their comprehension
and desires of the teaching profession.
 It has a vital legitimate standup and will be utilized
by the Council as a source of perspective point in
practicing its investigative and under the
disciplinary capacities.
PURPOSE OF THE CODE

9. Structure of the Code
 While considering the three purposes set out, the
Code starts by setting out the moral foundation of
the teaching profession. This is embodied in the
values of Respect, Care, Trust and Integrity that
are reflected all through the Code.
 All these important values are supported by the
teacher in the act of his/her teaching profession.
The Code at that point sets out the measures
which are fundamental to the act of teaching and
expected of registered teachers.
 The standards distinguish educators' professional
responsibilities .The standards show the
unpredictability and different variety of teaching
and serve to professional judgment and practice.

10. Professional Standards of
Teaching Profession
 On behalf of teaching profession, the Teaching
Council sets out the following standards that apply to
all teachers regardless of their position (Palmer,
1998).

11. Professional Values and Relationships
 Be minding, reasonable and focused on the best advantages of
the students/pupil depended to their care, and look for their
development, motivation and praise to their achievements.
 Regard and acknowledge the uniqueness, distinction and
particular needs of the pupils/students and improve their all-
around development.
 Be focused on fairness and consideration and to regarding and
obliging diversity including those distinctions emerging from
sex, civil status, family status, sexual orientation, religion, age,
disability, race, ethnicity, member of traveler society and
financial status, and any further grounds as might be referenced
in quality related legislations later on.
 Seek to create positive relationship with pupil/students,
partners, guardians, school administration and others in the
school group, that are considered by professional honesty and
judgment
 Work to build up and keep up a culture of shared trust and
regard in their schools.

12. Professional Integrity
 Act with trustworthiness and uprightness in all aspects
of their work
 Respect the privacy of others and the secrecy of gained
information over the span of professional practice,
unless a legal basic requires exposure or there is a
legitimate concern for the improvement of a person
 Represent themselves as role model, their professional
status, capabilities and experience genuinely
 Use their name as set out in the Register of Teachers,
over the span of their expert obligations.
 Avoid creating issues and problems between their
professional work and private interests which could
sensibly be considered to affect adversely on students.

13. Professional Conduct
 Uphold the respect, reputation and requirements of a profession.
 Take every single sensible step in connection to the care of students under their
watch, to guarantee their security and welfare.
 Work under the premises of rules and regulation.
 Comply with common national and school strategies, methods and rules which
intend to advance students’ training and welfare and their safety.
 Report, where fitting, occurrences or matters which effect on students welfare.
 Communicate successfully with students/pupils, fellow colleagues, guardians, school
administration and others in the school group in a way that is well mannered,
supportive, and in light of trust and regard
 Ensure that any correspondence with students/pupils, partners, guardians, school
administration and others is fitting, including correspondence by means of
electronic media, for example, email, messaging and social networking sites.
 Ensure that they don't purposely get to, download or generally possess while
occupied with school exercises, improper materials/pictures in electronic or other
format.
 Ensure that they don't intentionally get to, download or generally possess, illicit
materials/pictures in electronic or other configuration
 Ensure that they don't practice while affected by any substance which weakens their
performance to teach.

14. Professional Practice
 Maintain proper requirements of practice in connection to
students/pupils learning, proper planning, observing, evaluating,
reporting and giving feedback.
 Apply their insight and involvement in encouraging students/pupils all
around development.
 Plan and convey clear, difficult and achievable desires for students/
pupils.
 create a situation where students/pupils can play role as active agents in
the learning procedure and create deep rooted learning abilities
 Develop educating, learning and assessment procedures that help
separated learning in a way that regards the dignity of all the
students/pupils.
 Inform their professional judgment and practice by connecting with,
and pondering on students/pupils improvement, learning theories,
teaching method, educational programs, moral practice, teaching
strategy and legislation.
 In a setting of shared regard, be open and receptive to valuable input
with respect to their practice and look for proper help, encouragement
and direction
 Act to the greatest advantage of students/pupils.

15. Professional Development
 take moral obligation regarding managing and
enhancing the nature of their professional practice
by: currently keeping up their professionally
learning and comprehension to ensure it is
reflecting and basically assessing their professional
practice, in light of their professional knowledge
base provide chances for lifelong professional
development.

16. Professional Collegiality and Collaboration
 Work with fellow colleagues and student teachers in light of a
legitimate concern for sharing, creating and supporting great
practice and keeping up the most astounding nature of
educational activities and experiences for students/pupils.
 Work in a cooperative way with students/pupils,
guardians/gatekeepers, school administration, different
individuals from staff, relevant professionals and the more
extensive school group, as fitting, in looking to successfully
address the issues of students/pupils.
 Cooperate with the Inspectorate of the Department of Education
and Skills and other statutory and open non-statutory
educational and appropriate support services.
 Engage with the planning, execution and assessment of
educational programs at classroom and school level.

17. WHAT IS DISPOSITION Disposition means the positive or negative way a
person views the world. ... If you are cheerful, you're
often said to have a sunny disposition.
 Someone's disposition is their mood or general
attitude about life. If your friend woke up on the wrong
side of the bed, tell her that she
might need a disposition makeover.

18. What is professional disposition
Professional dispositions are the
principles or standards that underpin a
teacher's success in the classroom.
They are the values, commitments,
and professional ethics that govern
how a teacher acts with students,
families, colleagues, and communities.

19. PROFESSIONAL DISPOSITIONS
Professional dispositions are characterized
as the values, duties, and professional
ethics that impact practices toward
students, families, partners, and other
groups and influence students’ learning,
inspiration, development and also the
teacher's own professional development.
 Dispositions are guided by believes and
states of mind identified with qualities, for
example, mindful, fairness,
trustworthiness, responsible, and social
justice.

20. Importance of Dispositions
 Research demonstrates that the properties of the
classroom teacher altogether influence how well
students learn. "According to recent studies, it has
turned out to be certain that the nature of the education
our children get depends straightforwardly upon the
nature of the teachers in our schools.
 Guardians, teachers, instructors, and researchers agree
on that effective educating happens when the teachers
would completely know their subjects, have solid
teaching abilities and have the skill to encourage
development and learning in students.

21. Need of Professional
Dispositions
 Professional Dispositions in Education. Serving as
a teacher is more than knowing
your educational content, systematic planning, and
instructing students.
 Teachers must also demonstrate
the professional attitudes and conduct that facilitate
student learning and convey a positive image of
the education profession

22. Dispositions of Effective Teachers
Empathy
Positive perspective of others
Positive perspective of self
Authenticity
Meaningful purpose and vision

23. ISLAMIC PRINCIPLES OF PROFESSIONALISM
 Islam not just urges us to be proactive and to go for hard
work. It additionally puts more emphasize on doing our
work in the best possible way. In a universe of rivalry
and consistent struggle to get progress and flourishing,
Muslims need to help themselves to remember Islamic
hard work ethics and professionalism.
 They ought to go back to the Islamic ways for getting
things done, not really the Muslim way for getting
things done. They have to go back to the sunnah
(custom) of all Prophets to excel in their work and to
build up for them a respectable position in the twenty-
first century world.

24. Prophets and Excellence
 Prophet Muhammad also did not stop by guiding us to
do good deeds; he also made it a Point to tell us to
perform our good deeds in the best possible manner. He
said: when it comes to hard work, Prophet Muhammad
(peace be upon him) is the best role model for us to
emulate “Do good deeds properly, sincerely and
moderately. . . Always adopt a middle, moderate, regular
course, whereby you will reach your target (of
paradise)." (Al-Bukhari)

25. Problems Faced by Beginning Teachers
 Academic Problems
 Organizational Problems
 Issues of material and technology
 Curriculum, Instruction, and Assessment
 Relationships with Students and Focus on Student
Learning
 Organizational Systems for Teacher, Classroom, and
Students
 School and School District Policies and Procedures
 Parents and Community