The Nuances of the Teaching Profession - Research Paper Example

Teacher’s Work Abstract This study has examined the nature of the teaching profession and why individuals choose teaching as a profession. An early childhood teacher with four years of teaching experience was interviewed. Based on the findings of this interview, it was established that family influence is one of the key factors that influenced the interviewees’ decision to choose teaching as a profession. With reference to the sentiments of Gage (1978) it was established that teaching is an art that is informed by science since it involves the use of both scientific and artistic approaches. In addition to this, it was established that the teaching profession can be fulfilling and at the same time challenging. Background and Aims Teaching as a profession can be very exciting, fulfilling and at the same time challenging. Although the teaching profession is sometimes underestimated, it is one of the noblest professions since it helps to mold individuals into valuable members of the society. Teachers play a critical role in equipping learners not only with knowledge and skills but also with the right attitudes, beliefs and values. In the learning environment, teachers act as planners, mentors, motivators, facilitators, information providers, instructors and assessors among many other roles. Hargreaves (2003) observes that, as a result of globalisation and the emergence of the knowledge economy, the teaching profession has become more dynamic and demanding. Most teachers work in an environment that is characterised by uncertainties and constant changes thus they have to be well trained, equipped with the right attitudes and knowledge and become resilient to the changes in their work environment. Moreover, teachers are required to obtain different levels of educational preparation or training depending on what they will teach, the role that they will play and the kind of setting that they will teach in (Schwarz & Alberts, 1998; Martin & Loomis, 2006). Teaching can be considered as both a science and an art. Teachers who are effective understand how best they can assist their students and what strategies they can use in order to be effective in their teaching. According to Skinner (1954), teaching is a science since it incorporates the use of methodology that is to be followed and practiced. Conversely Eisner (1983) observes that teaching is more of an art rather than a science because teachers have to deal creatively with students’ behaviour, needs and learning approaches that are dynamic and unexpected. Eisner further notes that, the use of models, templates and methods for instruction and management do not necessarily apply in every classroom context. On the other hand Gage (1978) integrates both Skinner’s and Eisner’s view on teaching and notes that teaching is an art that is informed by science. Gage argues that, “in engineering and medicine, where the science basis is unquestionable, the artistic aspects also abound similarly in teaching, where the artistic elements are unquestionable, a scientific base can as well be developed” (Gage 1978, p. 18). It is often believed that some people have a predisposition towards the teaching profession somewhat, similar to the talents or skills that children inherit from their parents. For instance, there is a high likelihood that parents who have a talent for singing, drawing, dancing or playing a musical instrument often have children with similar artistic talent. Similarly, it is believed that individuals in the teaching profession come from a family of educators (Martin & Loomis, 2006). The key aim of this study is to examine the nature of the teaching profession and why individuals choose teaching as vocation. Foremost, this study will examine some of the motivating factors behind the choice of teaching as a profession. Secondly, it will examine what it entails to become a teacher, what are some of the rewards of being a teacher and the main challenges that teachers encounter. Methodology The findings of this study were primarily established through the use of an interview as a method of data collection. An interview can be described as a conversation between an interviewer and interviewee where questions are asked by the interviewer in order obtain information concerning particular issues (Kvale, 1996). The interviewee in this study was an early childhood teacher. The interview conducted was semi-structured in nature and took approximately 50 minutes. In this case, the questions that were asked during the interview were predetermined beforehand based on the key objectives and aims of the study. Nevertheless, this interview was not limited to the identified questions, additional questions were asked in order to seek for clarifications and further information from the interviewee. During the interview, several factors were taken into account so as to ensure that the interview was effective. Foremost, it was important to establish a rapport with the interviewee. This helped the interviewee to feel at ease in the course of the interview thus increasing the chances of the interviewee providing sincere and accurate responses. Secondly, it was important to engage in active listening by observing the interviewee’s non-verbal cues and asking for explanation and clarification where necessary. Generally, conducting this interview helped to obtain in-depth information pertaining to the nature of the teaching profession and why individuals choose teaching as vocation. Findings Through the interview conducted, it was established that, the interviewee who is an early childhood teacher, decided to take up teaching as the profession mainly because she enjoys working with young children. The interviewee also admitted that her choice to become a teacher was also influenced by her parent who were also educators in different fields. Before embarking on the teaching practice, the interviewee obtained a degree in Early Childhood Education. She also underwent additional training in child psychology. The interviewee specialises in science education and teaches children from Kindergarten to Year 3. From the interview, it was established that the interviewee started teaching immediately after she finished her degree and has been teaching for the past four years. The interviewee described her first year of teaching as insightful and challenging. Her first year of teaching was insightful in the sense that, she was able to gain firsthand experience on how to manage her classroom, facilitate children’s learning process and meet the specific learning needs of each child. She admitted that, although she had obtained quality training, during her first year of teaching, there was a lot she did not know and needed to learn in order to meet the specific learning needs of each child. She further noted that, she learned a lot by interacting with the children she was teaching. Her first year of teaching also proved to be challenging especially when it came to classroom management. Managing children’s behaviour in the classroom was very challenging since she had not built a rapport with her class. Some of the children would engage in aggressive behaviors and verbal exchanges. Others were shy and passive thus they did not participate actively in different learning activities. However, with time she learnt how to manage her classroom effectively. She mainly focused on developing caring relationships with the children and creating a learning environment where all children are given equal opportunities to express themselves. The interviewee described that her average day of work entails planning learning activities, providing instruction to her class, facilitating and monitoring children’s participation in different learning activities, communicating with children, providing assistance to students during learning, assessing and recording children’s performance in different learning activities. Moreover, the interviewee expressed that, one of the rewarding aspects of being a teacher is being in a position to positively influence and mold a child to become valuable member of the society. She also noted that teaching gives her a sense of fulfillment and accomplishment since she knows that, through her help children as constantly learning something new. On the other hand, the interviewee noted that some of the challenges she encounters as a teacher include; the lack of cooperation from some parents and meager pay. During the interview the interviewee also provided great insight in relation to her teaching approach. She noted that her teaching approach is student-centered and emphasises on student’s active learning. She often provides her students with a certain level control when it comes to determining the content and direction of their learning. In addition to this, she also incorporate play-based activities in learning. The interviewee stressed that this approach has proved to be effective over the years since it has helped her students to enjoy learning, become critical thinkers and self-sustainable in their own learning. Discussion Based on the findings of this interview, it is evident that, family influence is one of the key factors that influenced the interviewees’ decision to choose teaching as a profession. These findings are in line with the sentiments Martin & Loomis (2006), who notes that, some individuals have a predisposition towards the teaching profession somewhat, similar to the talents or skills that children inherit from their parents. Given the fact that the interviewee parents were educators in different fields, one can argue that this one of the key factors that influenced the interviewees’ decision to choose teaching as a profession. A critical look at the interviewee’s responses in relation to her first year in teaching highlights key issues in relation to classroom management. According to the findings of this interview, it is apparent that the interviewee experienced difficulties related to classroom management mainly because she had not created a rapport with the children in her class. Nevertheless, with time she learnt how to manage her classroom effectively mainly because she focused on developing caring relationships with the children and creating a learning environment where all children are given equal opportunities to express themselves. Evertson & Weisten, (2006 p. 324), observe that when it comes to classroom management creating a learning environment characterised by caring relationship makes the difference between a dysfunctional and a functional classroom. The persistent demand on children to comply with rules, interact respectfully with their peers and perform well academically can sometimes be challenging for students. Nevertheless, creating a supportive learning environment helps children to experience a sense of belonging thus alleviating children’s frustrations, social anxieties and motivating them to comply with the request of their teachers and interact respectfully with their peers. Furthermore, as a result of creating a supportive learning environment the level of respect towards peers and teachers increases, this in turn helps to minimise aggressive or negative social behaviours and increases the chances of student’s compliance to classroom rules (Evertson & Weisten, 2006). The response provided by the interviewee in relation to the challenges that teachers experience contrast with those identified by Schwarz & Alberts (1998) and Martin & Loomis, (2006) who noted that the uncertainties and constant changes in the teachers’ work environment is one of the key challenges that most teachers face. Nevertheless, in the early childhood context as depicted by the interviewee, some of the key challenges teachers face revolves around classroom management, meager pay and the lack of cooperation by some parents. Another significant finding established in this interview revolves around the nature of teachers work. Skinner (1954) observed that teaching is a science, Eisner (1983) observed that teaching is an art whereas Gage (1978) observed that teaching is an art that is informed by science. Based on the findings of this interview, Gage‘s perspective on teaching is evident. The interviewee described that her average day of work entails planning learning activities, providing instruction to her class, facilitating and monitoring children’s participation in different learning activities, communicating with children, providing assistance to students during learning, assessing and recording children’s performance in different learning activities. These activities exemplify both the use of artistic and scientific techniques. In addition to this, teaching approach employed by the interviewee exemplified a Reggio Emilia approach to teaching which emphasises on the need for learners to have a certain level of control over the direction and content of their learning (Caldwell, 1997). Conclusion This study has examined the nature of the teaching profession and why individuals choose teaching as vocation. The findings of this study were primarily established through the use of an interview as a method of data collection. The interviewee in this study was an early childhood teacher. Based on the findings of this interview, it is evident that, family influence is one of the key factors that influenced the interviewees’ decision to choose teaching as a profession. The interviewee expressed that, one of the rewarding aspects of being a teacher is being in a position to positively influence and mold a child to become valuable member of the society. On the other hand, some of the challenges that the interviewee experiences in relation to her teaching revolve around classroom management, meager pay and the lack of cooperation by some parents. References Caldwell, L. (1997). Bringing Reggio Emilia Home: An innovative approach to early childhood learning. New York: Teachers College Press. Evertson, C. & Weisten, C. (2006). Handbook of classroom management: Research, Practice and Contemporary Issues. New York: Routledge. Eisner, E. (1983). ‘The Art and Craft of Teaching’. Educational Leadership 40(4): 4-13 Gage, N. L. (1978). The scientific basis of the art of teaching. New York: Teachers College Press. Hargreaves, A. (2003).Teaching in the Knowledge Society. England: McGraw-Hill Open University Press. Kvale S. (1996). Interviews: An Introduction to Qualitative Research Interviewing. Thousand Oaks California: Sage Publications. Martin, D. & Loomis, K. (2006). Building Teachers: A constructivist approach to introducing education. New York: Cengage Learning. Schwarz, G. & Alberts, J. (1998). Teacher Lore and Professional Development for School Reform. New York: Greenwood Publishing. Skinner B.F (1954). “The science of learning and the art of teaching.” Harvard Educational Review 24, 84-97. Appendix A: Interview Questions Why did you decide to become a teacher? How long have you been teaching? What study did you do to get into teaching? Which learning area do you specialise in? Did you come into teaching straight from school or have you worked in other places before coming into teaching? How would you describe your first year of teaching? What do you do in your average day at work? What are the most rewarding parts of being a teacher? What are some of the biggest challenges associated with being a teacher? How would you describe your teaching approach? Do you think that your teaching approach is effective in helping students learn? What advice would you give , individuals aspiring to become teachers? Read More