Teacher as New Professional
This element of the resource attempts to address the role of the student teacher moving from the completion of the initial stage of his or her career to considering the demands of the next. It also seeks to consider how the student can prepare for wider role within the school in relation to subject leadership.
The completion of a teaching degree, PGCE or GTP cannot be seen as an end but rather the beginning of a challenging and fulfilling career. The student teacher moves from the safety net of assisted learning to the responsibilities of a newly qualified teacher. While the process is supported through the induction period this move from learner to professional is nevertheless a daunting one.
Implicit within the term "professional" is the concept of autonomy and self regulation. The role of the teacher educators has been to prepare the student to undertake the full responsibilities of the class room teacher both to manage effectively the learning of the children within their class and to interact with a range of interested parties. The student has been helped to develop a philosophy of education that will allow him or her, with support where necessary, to exercise his or her own professional judgement.
As a "new professional" the NQT must begin to exercise these new responsibilities as highlighted within the GTC Statement of Professional Values and Practice for Teachers (draft)
Teachers entering the teaching profession in England have been trained to a professional standard that has prepared them for the rigours and realities of the classroom. They understand that maintaining and developing their skills, knowledge and expertise is vital to achieving success. They take responsibility for their own continuing professional development, through the opportunities available to them, to make sure that pupils receive the best and most relevant education. Teachers continually reflect on their own practice, improve their skills and deepen their knowledge. They want to adapt their teaching appropriately to take account of new findings, ideas and technologies.
Teachers recognise that the well-being and development of pupils often depend on working in partnership with different professionals, the school governing body, support staff and other interested people within and beyond the school. They respect the skills, expertise and contributions of these colleagues and partners and are concerned to build productive working relationships with them in the interests of pupils. (Statement of Professional Values and Practice for Teachers)
The elements within this section seek to help students demonstrate the new standards focussing specifically on the following:
- 1.7 Q(a) Reflect on and improve their practice, and take responsibility for identifying and meeting their professional development needs
- 1.8 Q Adopt a creative and constructively critical approach towards innovation, adapting their practice where benefits and improvements are identified.
The elements within this section are designed to allow a student to begin to consider the wider constituents that he or she will need to work with as an NQT through focussing on:
- collaboration and developing networks;
- leadership and managing change;
- developing links with parents and carers;
- working with new technologies.
The NQT is also expected to take increasing responsibility for developing his or her own expertise and professional understanding. This is particularly relevant to their own subject specialist area as many new teachers are encouraged, at an early stage in their career, to accept responsibility for leading a curriculum subject or area. This section seeks to provide some suggestions for the preparation of this wider role.
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