presentation for foundation of education

7/30/2019 Presentation for Foundation of Education

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Motivation, Preparation, and

Conditions for the Entering Teacher

Presented by:

Maila Huda Shofyana (20035121125)Pratama Irwin Talenta (20035121130)

Yusuf Hidayat (2003512120)

Postgraduate Program

Semarang State University


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Motivation, Preparation, and Conditions for

the Entering Teacher

F O C U S Q U E ST I O N S

What are the usual reasons for becoming a teacher,and how do your reasons compare with them?

What are the current employment trends for teachers? What salaries and benefits do teachers earn? How do

these compare with other occupations?

How are teachers prepared? How are they certified?

What are the current trends in teacher education? What do teachers find satisfying and dissatisfying

about their work?

What are some current developments in teacher work-force quality and teaching conditions?


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Choosing a Career in Teaching

The path to becoming a teacher starts when you first

choose teaching as a career. In this section, well review

some motives for choosing a teaching career and the

challenges that accompany this choice. Well alsoexamine the growing concern that too few minority

college students are becoming teachers.


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Motivations for Choosing

Teaching

Reasons for teaching

Reasons for entering the profession

Challenges in teaching all students


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(1) love of children,

(2) desire to impart knowledge,

(3) interest in and excitement about teaching, and(4) desire to perform a valuable service to society. Perhaps you

hope for job security, pension benefits, and relative ease in

preparing for teaching compared with the training required

by some other professions.

Reasons for teaching

We have many motives, both idealistic and practical,for choosing a career in teaching. Often, a personsreasons for wanting to teach stem from his or her

personal philosophy of education, a topic we will revisitthroughout the book. If you are thinking of entering theteaching profession, ask yourself why? Your motives

may include:


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Reasons for entering the profession

One study asked future teachers from a representative sampleof seventy-six schools and colleges of teacher education to

state their reasons for selecting the teaching profession.Ninety percent of the respondents cited helping childrengrow and learn as a reason. Next highest was seems to be achallenging field (63 percent), followed closely by like workconditions (54 percent), inspired by favorite teachers (53

percent), and sense of vocation and honor of teaching(52percent). These reasons resembled those cited in severalother studies conducted during the past twenty years. Someof these studies also concluded that admiration for oneselementary and secondary teachers is often important inshaping decisions to become a teacher.1 This chapters From

Preservice to Practice box also looks at the reasons peopledecide to become teachers.


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Challenges in teaching all students

Many of these jobs will involve working with special-

education populations, students who are just learning

English, and/or distinctive racial or ethnic minority

groups with whom you may have had little contact. You

probably will be well prepared to teach subject matterin your chosen field, but many of the students you

encounter will be performing poorly in reading

comprehension and will need much help to improve

their understanding and learn how to learn.


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Teaching Force Diversity: A Growing Concern

Need for teacher diversity

This underrepresentation of minority groups in the teaching

force is expected to grow even more severe in the future.

Reasons for increasing teacher diversity

Increasing teaching force diversity to better reflect the

student population is widely viewed as an important goal.

Proposals for promoting diversity

Officials of the American Association of Colleges of TeacherEducation (AACTE) have stated that data on the low

proportion of minority teachers constitute a devastatingcrisis.


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Supply/Demand and Salaries

Will you find work as a teacher?

How much money will you earn?

These two questions are related,

following the economic principle ofsupply and demand.

the social status and

prestige

When the supply of teachers

exceeds demand, salaries tend to

decline. Conversely, high demand

and low supply tend to increasesalaries.


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Job Opportunities

1. Changing patterna. When the post-World II baby boom generation began

to produce its own children, a mini baby boomdeveloped.

b. A significant proportion of the current teaching forcewill reach retirement age in the coming decade.

c. Educational reformers in many locations areattempting to reduce class size, expand preschooleducation, place greater emphasis on science and

mathematics, and introduce other changes that requiremore teachers.

d. Higher standards for becoming a teacher are limitingthe supply.


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Opportunities in

Nonpublic SchoolsPrivate schools are upgrading their

instructional programs, often by hiring more

teachers who specialize in such areas as science,

math, computers, education of children with

disabilities, and bilingual education.

Prospective teachers will take certain steps toenhance their opportunities for rewarding

employment.


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Pay Scales and Trends

Increase in salaries

1. Teacher salaries increase every year

2. teachers have opportunities to supplement

their income by supervising after-schoolprograms, athletics, drama, and other

extracurricular activities

3. In addition, keep in mind that public-schoolteachers usually have excellent benefits (such

as pensions and health insurance) compared

to other workers


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Differences among states

Teachers' salaries depend residence area

Salaries vary with experience and education

The greatest variation in salaries relates to years ofexperience and education. Teachers with more experienceand more education earn more than those with less of

either

Starting salaries

Although a teacher at the top of the salary schedule canearn an attractive salary (especially considering that theacademic year is less than ten months long), startingsalaries still tend to be lower than in some otherprofessions.


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Preparing Teachers

lets go to the next slide


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The early

nineteenth century

1820s Today

approval from a local

minister or a board of

trustees associated with a

religious institution

A high school or college

diploma was considered

unnecessary

If you could read, write,

and spell and were ofgood moral character, you

could teach school.

future teachers had

begun attending

normal schools

(discussed in the

chapter on HistoricalDevelopment of

American Education)

formal certification

remained unnecessary

all public school

teachers must be

certified. Except for

alternative certification or

temporary certification

all states require a

bachelors degree or five

years of college work for

entrance into teaching

Evolution of teacher training


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Standards & Assessment

Certification

a. Requirements for certification

Most states granted certification based on

documentation that the candidate possessedappropriate professional preparation andgood moral character. However, increasingpublic dissatisfaction with the quality of

education led to changes in certificationpractices.


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b. Renewable certificates

In past decades teaching certificates usuallywere issued for life. Now some states issuecertificates valid for only three to five years.Although teachers currently holding life

certificates are unaffected, those withrenewable certificates usually must furnishproof of positive evaluations or universitycoursework to have their certificates

renewed.


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Wide differences among states

A. Variation in Certification RequirementsCertification requirements vary widely

from state to state. The resulting

variance in teacher-preparationprograms leads to problems in

determining how well prepared

entering teachers are. The required

semester hours in general education


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B. Technology training for teachers

Computer and Technology Use Mostlikely, your teacher-education program

offers you some training and access to a

computer lab. National surveys of

teacher-education programs indicate

that more than 90 percent have

established computer or technology

laboratories


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Prospective Teachers:

Abilities and Testing

Standards & Assessment

In recent years, much discussion hascentered on improving the quality of theteaching work force, particularly onimproving the abilities of prospective

teachers and on testing their competencefor teaching.


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Teacher Abilities

Standardized test scores

Discussions of the quality of the teaching

work force frequently focus on abilityscores derived from standardized tests such

as the Scholastic Assessment Test (SAT) and

the American College Test (ACT).


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Testing Teachers

Testing basic skills

Some efforts to improve the teaching force focus on basic skills

testing of preservice teachers, new teachers, and sometimes

experienced teachers.

Criticisms of testingTesting of prospective and current teachers remains a controversial

topic.

In support of testing

Proponents of testing generally counter that all or nearly all

teachers must be able to demonstrate that they can function atleast at the seventh- or eighth-grade level in reading, writing, and

maththe minimum level currently specified on some teststo

perform effectively in their jobs.


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Job Satisfaction and

DissatisfactionTeacher Satisfaction

National surveys

In polls conducted for the Metropolitan Life InsuranceCompany, teachers have been asked, All in all, how satisfiedwould you say you are with teaching as a career? Most of therespondents have answered either very satisfied orsomewhat satisfied. About half have reported that theywere more enthusiastic about teaching than when they began

their careers. Furthermore, the percentage of satisfiedteachers has increased from 33 percent in 1986 to 56 percentin 2006. Similar results have been documented in severalother recent polls


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Reasons for satisfaction

One important reason for teachers job satisfaction is that theyoften feel successful in advancing their students learning and

growth.

Reasons for dissatisfaction

Many teachers do, however, report dissatisfaction with their work.Nationwide surveys show that significant percentages believe they

have insufficient time for counseling students, planning lessons,and other instructional functions. Other complaints includeambiguity in supervisors expectations; unresponsiveadministrators, decrepit facilities, and obligations to participate instaff development perceived as irrelevant or ineffective; lack ofsupplies and equipment; extensive paperwork and record keeping;

and insufficient input on organizational decisions. Improvements inteacher salaries and teaching conditions may reduce these aspectsof dissatisfaction in the future.


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References:

Ornstein, Allan C. and Daniel U. Levine. 2008.

Foundation of Education, Tenth Edition. USA:

Houghton Mifflin Company.


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Thank you . . . .

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