The Nature of Teaching
In its broadest sense, teaching is a process that facilitates learning. Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and of society. The choice of learning activities whereby the goals of education are realized in the school is the responsibility of the teaching profession.
In addition to providing students with learning opportunities to meet curriculum outcomes, teaching emphasizes the development of values and guides students in their social relationships. Teachers employ practices that develop positive self-concept in students. Although the work of teachers typically takes place in a classroom setting, the direct interaction between teacher and student is the single most important element in teaching.
Teaching as a Profession
The continued professionalization of teaching is a long-standing goal of the Alberta Teachers’ Association. The Association continues to work to advance teaching as a profession. Professionalism is a complex and elusive concept; it is dynamic and fluid. Six generally accepted criteria are used to define a profession. The teaching profession in Alberta fulfills those criteria in the following ways:
1. Its members have an organized body of knowledge that separates the group from all others. Teachers are equipped with such a body of knowledge, having an extensive background in the world and its culture and a set of teaching methods experientially derived through continuous research in all parts of the world.
2. It serves a great social purpose. Teachers carry responsibilities weighted with social purpose. Through a rigid and self-imposed adherence to the Code of Professional Conduct, which sets out their duties and responsibilities, teachers pass on their accumulated culture and assist each student under their care in achieving self-realization.
3. There is cooperation achieved through a professional organization. Cooperation plays an important role in the development of the teaching profession because it represents a banding together to achieve commonly desired purposes. The teaching profession has won its well-deserved place in the social order through continuous cooperation in research, professional preparation and strict adherence to the Code of Professional Conduct, which obligates every teacher to treat each student within a sacred trust. Teachers have control or influence over their own governance, socialization into teaching and research connected with their profession.
4. There is a formal period of preparation and a requirement for continuous growth and development. Teachers are required to complete a defined teacher preparation program followed by a period of induction or internship prior to being granted permanent certification. This period includes support for the formative growth of teachers and judgments about their competence. Teachers are devoted to continuous development of their ability to deliver their service.
5. There is a degree of autonomy accorded the professional. Teachers have opportunities to make decisions about important aspects of their work. Teachers apply reasoned judgment and professional decision making daily in diagnosing educational needs, prescribing and implementing instructional programs, and evaluating the progress of students. Teacher judgment unleashes learning and creates the basis for experience.
6. The profession has control or influence over education standards, admissions, licensing, professional development, ethical and performance standards, and professional discipline. As professionals, teachers are governed in their professional relationships with other members, school boards, students and the general public by rules of conduct set out in the Association’s Code of Professional Conduct. The code stipulates minimum standards of professional conduct for teachers, but it is not an exhaustive list of such standards. Unless exempted by legislation, any member of the Association who is alleged to have violated the standards of the profession, including the provisions of the code, may be subject to a charge of unprofessional conduct under the Discipline Bylaws of the Association.
The competence of teachers is governed by the Practice Review Bylaws of the Association. The expectations for the professional practice of teachers related to interim and permanent certification are found in the Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta. The Teaching Quality Standard defines the knowledge, skills and attributes all teachers are expected to demonstrate as they complete their professional preparation, enter the profession and progress through their careers. Additionally, the Department of Education’s Teacher Growth, Supervision and Evaluation Policy (Policy 2.1.5) supports and reinforces the Teaching Quality Standard by setting out basic expectations for teacher growth, supervision and evaluation.
