Handout 1

Handout 1
THE CONCEPT OF TEACHING AS A PROFESSION

Meaning of Teaching
 An intimate contact between a more mature personality and a less mature one which is
designed to further the education of the latter (Morrison, 1934)
 Teaching is defined as an interactive process, primarily involving classroom talk, which
takes place between the teacher and pupil and occurs during certain definable activities
(Edmund Amidon, 1967)
 Teaching is a system of actions involving an agent, an end in view, and a situation,
including two sets of factors - those over which the agent has no control (class size, size
of classroom, physical characteristics of pupils, etc.) and those that he can modify such as
a way of asking questions or ideas gleaned. (Smith, 1969)
 Teaching is a task of a teacher which is performed for the development of the child.
(Greens, 1971)
 Teaching is the process that facilitates learning. The teacher has an important role to play
because he acts as a catalyst, actively stimulating learning. (Farrant, 1980)
 Teaching is a cluster of activities that are noted about teachers such as explaining,
deducing, questioning, motivating, taking attendance, keeping records of works, learners’
progress and background information. (Wells, 1982)
Teaching is both a process and an end. As a process, a procedure is required in undertaking it.
As an end, there is a purpose or reason for conducting it. Teaching as a process implies taking
logical steps in instructing, causing, guiding, and creating positive change in the learners.
Teaching as an end conveys that it is not a pointless undertaking. Rather, it is a purpose driven
profession because it has noble goals to accomplish. Some of the sublime purposes of teaching
include imparting knowledge and wisdom, helping and inspiring learners progress in their
academics, and developing lifelong skills that prepare the learners for life. These purposes are
essential in developing the learners as persons, professionals, and as citizens.
Dimensions of the Teaching Profession

1. The Why of Teaching (Entering the Profession)
 There are diverse reasons for choosing teaching as a career
 Understanding the “why of teaching” is important among pre-service teachers
because it gives them a point of reflection on the purpose of entering the teaching
profession
 The classroom behavior and teaching performance of a teacher is a reflection of
his/her ultimate intention in choosing the teaching career
2. The Who of Teaching (Learners)
 Learners are the reasons for the existence of teachers, schools and school
administrators
 Pre-service teachers must have a good grasp of the nature of learners such as their
differences, motivations, learning styles, intelligences, socio-cultural
backgrounds, and academic performance.
3. The When of Teaching (Evolution of Teaching in the Philippines)
 Teaching is an evolving profession and is continually changing across time
 The 21st century presents a different social landscape for learners and necessitates
changing the mindset of pre-service teachers in determining what to teach, how
to teach, and where to teach.
 Pre-service teachers should understand the transition of Philippine education and
its historical growth because it is essential in analyzing the educational reforms
and trends of the teaching profession in the country.
4. The How of Teaching (Pedagogy)
 Teachers should find means and ways to enhance learning of students
 Teachers should have varied teaching strategies and techniques and principles of
teaching. These will make them present and discuss things differently.
 Teachers should employ varied teaching approaches and utilize meaningful
activities that evoke better learning outcomes.
 Teachers should present their subject matter creatively and uniquely.
5. The What of Teaching (Curriculum)
 This includes the educational content, goals and intended outcomes as well as
competencies to be taught and developed among the learners.
 The curriculum is the roadmap of all the activities in the school and the ultimate
measure of the results of instruction.
 The curriculum defines what the learners should learn, how they will learn it, and
why they have to learn it.
6. The Where of Teaching (Field Placement)
 The place for teaching and learning is evolving
 Learners are no longer confined in the four walls of the classroom. They may be
fielded in hospitals, industries, communities, and the like to observe how theories
are put into practice.
 Pres-service teachers should be updated of the various alternative venues of
teaching considering the learning needs, interests, circumstances, and abilities of
the learners.
Metaphors of Teaching
1. Teaching as an Art
 Teachers are considered as artists because they demonstrate creativity, reflection
and innovation in their work. Like an artist, a teacher use teaching as a medium to
express themselves.
 Teachers stimulate learners’ thoughts and emotions just like looking at a work of
art which evokes interpretation and appreciation.
 The art of teaching is a reflection of the teacher’s personality. In discussing their
lessons, teachers use their own interpretations, experiences, and perspectives
which reflect their own self-expression.
 The methodologies employed by teachers are forms of arts because they create,
innovate, and strategize.
 Inspiring learners to pursue and enjoy learning is also an art.
2. Teaching as a Science
 Science is an organized or systematic body of knowledge that springs from
empirical evidences. Teaching is done in a systematic and orderly manner.
 Teaching entails deep knowledge and application of effective techniques
emanating from empirical studies.
 The content (theories and principles) and process (pedagogical approaches) of
teaching are the results of research-based processes and practices promoting
learner achievement.
 Most learning theories are products of intensive experimentation and laboratory
tests.
3. Teaching as a Craft
 A craft requires a kind of skilled work that undergoes planning and executing
process in order to produce a product or object. It involves careful attention to
detail.
 Teachers are like conductors of a symphony who combine the science of learning
and the art of teaching through their creativity and talent. Teachers study theories
of human development, learning, pedagogy, classroom management,
communication, and relationships, among others, in order to connect
meaningfully with learners.
4. Teaching as a Mission
 The word mission comes from the Latin word “misio” which means “to send”.
Therefore, teaching as a mission connotes that one or an organized group is sent
to accomplish a mission.
 Teachers are commissioned to accomplish a task or perform a service. Such tasks
include developing the human resources of the country and transforming lives of
learners for the better.
 Mission is also defined as a “task assigned”. If teachers have to perform an
assigned task, they need to render their commitment, obtain adequate
preparation or training, and pursue continuing professional education.
5. Teaching as a Vocation
 Vocation is synonymous with “summon” as it comes from the Latin word “vocare”
which means “to call”.
 It is also defined as a strong desire to spend one’s life dong a certain kind of work.
 Teachers are called to teach because they have a strong inclination in partaking in
the total formation and transformation of young people.
 Teaching as a vocation means lifetime commitment. Teachers teach with passion
and touch lives through the years.

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THE CONCEPT OF TEACHING AS A PROFESSION

Dimensions of the Teaching Profession

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