GSSR - Global Social Sciences Review

PROFESSIONALISM AS A MORAL CODE OF SECONDARY SCHOOL TEACHERS

http://dx.doi.org/10.31703/gssr.2019(IV-I).07 10.31703/gssr.2019(IV-I).07
Authored by : NaseerAhmadShahid , NasreenAkhter , ShahzadiIqra NazMalik

07 Pages : 53-60

References

Ambrosie, F., & Haley, P. W. (1988). The changing school climate and teacher professionalization. NASSP Bulletin, 72(504), 82-89.
Andy, N., Abbot, P., & Margaret, D. (2013). Principals judge teachers by their teaching. The Teacher Educator, 48(1), 58-72, DOI: 10.1080/08878730.2012.740154
Barber, M., & Mourshed, M. (2007). How the world's best-performing school systems come out on top. New York: McKinsey and Co.
Birman, B.F., Desimone, L., Porter, A.C., & Garet, M.S. (2000). Designing professional development that works. Educational Leadership, 57, 28-33.
Birgitte, M. (2009). Towards a new professionalism: enhancing personal and professional development in teacher education. Journal of Education for Teaching, 35(1), 77-91, DOI: 10.1080/02607470802587160
Bottery, M., & Wright, N. (2000). Teachers and The State: Towards a Directed Profession. London: Routledge Publications.
Darling-Hammond, L. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57, 300- 314.
Davies, A. (2017). Ethics, professionalism, rights, and codes. Language Testing and Assessment, 397-415.
De Clercq, F. (2013). Professionalism in South African education: The challenges of developing teacher professional knowledge, practice, identity and voice. Journal of Education, 57, 31-54
Doyran. F. (Ed.). (2012). Research on Teacher Education and Training. Athens: Athens Institute for Education and Research.
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6(2), 151-182. https://doi.org/10. 1080/ 713698714.
Judyth, S. (2001). Teacher professional identity: competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149-161, DOI: 10.1080/02680 9301 16819.
Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2007). Photo finish: Certification does not guarantee a winner. Education Next, 7(1), 60-67. Retrieved from http://www. educationnext. org
Korthagen, F. A., & Lagerwerf, B. (2001). Teachers' professional learning: How does it work? In F. A. J. Korthagen et al. (Eds.), Linking theory and practice: The pedagogy of realistic teacher education (pp. 175-206). Mahwah, NJ: Lawrence Erlbaum
Lam, Y. L.J., & Pang, S. K. N. (2003). The relative effects of environmental, internal and contextual factors on organizational learning: the case of Hong Kong schools under reforms. The Learning Organization, 10, 83-97.
Marzano, R. J. (2006). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.
Mpokosa, C., & Ndaruhutse, S. (2008). Managing Teachers: The Centrality of Teacher Management to Quality Education. Lessons from Developing Countries. London: CFBT & VSO.
Neill, S. (2017). Classroom Nonverbal Communication. London: Routledge Publications.
Ogunyinka, K., Okeke, T., & Adedoyin, C. (2015). Teacher Education and Development in Nigeria: An Analysis of Reforms, Challenges and Prospects. Education Journal, 4(3),
Pandey, J. (2016). Perceptions of teacher trainees about strategies for value inculcation. MIER Journal of Educational Studies, Trends and Practices, 6(1).
Rizvi, M., & Elliott, B. (2007). Enhancing and Sustaining Teacher Professionalism in Pakistan. Salaam: Ecoprint.
Romiszowski, A. J. (2016). Designing Instructional Systems: Decision Making in Course Planning and Curriculum Design. London: Routledge Publications.
SchÃ¶n, D. A. (2017). The Reflective Practitioner: How Professionals Think in Action. London: Routledge Publications.
Smita, S. (2012). Impact of physical appearance of teachers on students learning environment, Munich, GRIN Verlag, https://www.grin.com /document/195870.
Stronge, J. H. (2018). Qualities of effective teachers. ASCD.
Tichenor, M.S. & Tichenor, J.M. (2005). Understanding Teachers' perspectives on Professionalism. The Professional Educator. XXVII (1 & 2), pp. 89 -95.
Winch, C., Oancea, A., & Orchard, J. (2015). The contribution of educational research to teachers' professional learning: Philosophical understandings. Oxford Review of Education, 41(2), 202-216.
Yasmin, M., Sarkar, M., & Sohail, A. (2016). Exploring English language needs in the hotel industry in Pakistan: An evaluation of existing teaching material. Journal of Hospitality and Tourism Education, 28(4), 202- 213.

References

Ambrosie, F., & Haley, P. W. (1988). The changing school climate and teacher professionalization. NASSP Bulletin, 72(504), 82-89.
Andy, N., Abbot, P., & Margaret, D. (2013). Principals judge teachers by their teaching. The Teacher Educator, 48(1), 58-72, DOI: 10.1080/08878730.2012.740154
Barber, M., & Mourshed, M. (2007). How the world's best-performing school systems come out on top. New York: McKinsey and Co.
Birman, B.F., Desimone, L., Porter, A.C., & Garet, M.S. (2000). Designing professional development that works. Educational Leadership, 57, 28-33.
Birgitte, M. (2009). Towards a new professionalism: enhancing personal and professional development in teacher education. Journal of Education for Teaching, 35(1), 77-91, DOI: 10.1080/02607470802587160
Bottery, M., & Wright, N. (2000). Teachers and The State: Towards a Directed Profession. London: Routledge Publications.
Darling-Hammond, L. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57, 300- 314.
Davies, A. (2017). Ethics, professionalism, rights, and codes. Language Testing and Assessment, 397-415.
De Clercq, F. (2013). Professionalism in South African education: The challenges of developing teacher professional knowledge, practice, identity and voice. Journal of Education, 57, 31-54
Doyran. F. (Ed.). (2012). Research on Teacher Education and Training. Athens: Athens Institute for Education and Research.
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6(2), 151-182. https://doi.org/10. 1080/ 713698714.
Judyth, S. (2001). Teacher professional identity: competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149-161, DOI: 10.1080/02680 9301 16819.
Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2007). Photo finish: Certification does not guarantee a winner. Education Next, 7(1), 60-67. Retrieved from http://www. educationnext. org
Korthagen, F. A., & Lagerwerf, B. (2001). Teachers' professional learning: How does it work? In F. A. J. Korthagen et al. (Eds.), Linking theory and practice: The pedagogy of realistic teacher education (pp. 175-206). Mahwah, NJ: Lawrence Erlbaum
Lam, Y. L.J., & Pang, S. K. N. (2003). The relative effects of environmental, internal and contextual factors on organizational learning: the case of Hong Kong schools under reforms. The Learning Organization, 10, 83-97.
Marzano, R. J. (2006). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.
Mpokosa, C., & Ndaruhutse, S. (2008). Managing Teachers: The Centrality of Teacher Management to Quality Education. Lessons from Developing Countries. London: CFBT & VSO.
Neill, S. (2017). Classroom Nonverbal Communication. London: Routledge Publications.
Ogunyinka, K., Okeke, T., & Adedoyin, C. (2015). Teacher Education and Development in Nigeria: An Analysis of Reforms, Challenges and Prospects. Education Journal, 4(3),
Pandey, J. (2016). Perceptions of teacher trainees about strategies for value inculcation. MIER Journal of Educational Studies, Trends and Practices, 6(1).
Rizvi, M., & Elliott, B. (2007). Enhancing and Sustaining Teacher Professionalism in Pakistan. Salaam: Ecoprint.
Romiszowski, A. J. (2016). Designing Instructional Systems: Decision Making in Course Planning and Curriculum Design. London: Routledge Publications.
SchÃ¶n, D. A. (2017). The Reflective Practitioner: How Professionals Think in Action. London: Routledge Publications.
Smita, S. (2012). Impact of physical appearance of teachers on students learning environment, Munich, GRIN Verlag, https://www.grin.com /document/195870.
Stronge, J. H. (2018). Qualities of effective teachers. ASCD.
Tichenor, M.S. & Tichenor, J.M. (2005). Understanding Teachers' perspectives on Professionalism. The Professional Educator. XXVII (1 & 2), pp. 89 -95.
Winch, C., Oancea, A., & Orchard, J. (2015). The contribution of educational research to teachers' professional learning: Philosophical understandings. Oxford Review of Education, 41(2), 202-216.
Yasmin, M., Sarkar, M., & Sohail, A. (2016). Exploring English language needs in the hotel industry in Pakistan: An evaluation of existing teaching material. Journal of Hospitality and Tourism Education, 28(4), 202- 213.