TOPIC 1 EXAMINE THE MOTIVE OF TEACHING Dr Jamilah binti Ahmad Lecturer

1. TOPIC 1 EXAMINE THE MOTIVE OF TEACHING Dr Jamilah binti Ahmad Lecturer Department of Educational Foundation and Social Sciences, School of Education, Faculty of Social Sciences and Humanities Tel :019 40 33669 Room M39

2. TOPIC 1EXAMINE THE MOTIVE OF TEACHINGDO I WANT TO BE A TEACHER?

3. INTRINSIC REWARDS IN TEACHING • Come from within and are personally satisfying for emotional or intellectual reasons • Emotional rewards center on working with young people and knowing you’re contributing to the world. • Intellectual rewards are related to thinking about and teaching academic content.

4. EXTRINSIC REWARDS IN TEACHING Rewards that come from outside Include job security, vacations, convenient schedules, and occupational status Can both attract people to teaching and induce them to leave

5. COMPLEXITIES OF CLASSROOMS Classrooms are multidimensional. Classroom events are simultaneous. Classroom events are immediate. Classrooms are unpredictable. Classrooms are public.

6. MULTIPLE ROLES OF TEACHERS Creating productive learning environments Working with parents and other caregivers Collaborating with colleagues

7. CHARACTERISTICS OF PROFESSIONALISM A specialized body of knowledge Autonomy Emphasis on decision making and reflection Ethical standards for conduct

8. A SPECIALIZED BODY OF KNOWLEDGE Knowledge of content: teachers can’t teach what they don’t know Pedagogical content knowledge: the ability to illustrate and explain abstract concepts General pedagogical knowledge: being able to manage and instruct effectively Knowledge of learners and learning: understanding the developmental and learning needs of students

9. DIVERSITY: THE CHANGING FACE OF U.S. CLASSROOMS • Diversity in U.S. classrooms • Culture • Ethnicity • Socioeconomic status (SES) • Gender differences • Teacher responses to diversity influence student learning and teacher career satisfaction.

10. TEACHING IN RURAL, SUBURBAN, AND URBAN ENVIRONMENTS • Rural school districts • Tend to be smaller with smaller schools • Are less culturally diverse • Often seek beginning teachers • Suburban school districts • Are intermediate in terms of both size and cultural diversity • Are wealthier because of higher tax base • Job opportunities are more competitive

11. TEACHING IN RURAL, SUBURBAN, AND URBAN ENVIRONMENTS (CONTINUED) • Urban school districts • Are the largest and most culturally diverse • Considerable job opportunities

12. REFORM: CHANGES IN TEACHER PREPARATION Raising standards for admission into teacher training programs Requiring teachers to take more rigorous courses than in the past Requiring higher standards for licensure, including teacher-competency tests Expanding teacher preparation programs from 4 years to 5 Requiring experienced teachers to take more rigorous professional development courses

13. REFORM: TEACHER ACCOUNTABILITY MEASURES • Competency Testing • Targets basic skills, subject matter, and professional knowledge • Through PRAXIS or state-specific tests • Portfolios: representative work samples to document professional knowledge and skills

14. ACCOUNTABILITY AND HIGH-STAKES TESTING • No Child Left Behind: federal legislation that attempts to make schools and school districts accountable for the learning progress of every student • Accountability levels • States – for achievement of students in the state • Districts – for achievement of district’s students • Schools – for achievement of school’s students • Teachers – for their students’ learning progress • High-stakes tests: used to hold all levels accountable; can have adverse consequences if not passed