Ethics and Professionalism

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Description

Ethics and Professionalism

 

Describe three commonalities between the Grand Canyon University Professional Dispositions and the Grand Canyon University’s College of Education’s framework of Leading, Learning, and Serving. Why are these commonalities important for teachers and students in the 21st century?

 

Answer & Explanation Verified Solved by verified expert

Three commonalities between the Grand Canyon University Professional Dispositions and the Grand Canyon University’s College of Education’s  include high expectations, advocacy, and respect for the diversity of others. The Conceptual Framework specifies the belief that every student can learn, and encourages servant leadership and engagement with diverse communities of learners. Having high expectations is important for both teachers and students because it increases the likelihood that students will learn to the best of their abilities. When educators expect more from students and are able to help them use their own talents and gifts, learners are likely to be more engaged and open to learning.

 

Step-by-step explanation

1. Ethics and Professionalism

 

Teacher capacity is not a storage development of knowledge and skills. Rather, it is the development of a disposition to enact them. In order to develop P-12 students’ competence, as citizens, workers, and family members in a democratic society, candidates need to understand the context that contributes to and detracts from equality and democratic participation in schools. We believe that service to society through an ethical and moral commitment to clients (teachers) includes:

  • A body of scholarly knowledge that forms a basis of the entitlement to practice;
  • engagement in practical action: the need and disposition to enact knowledge;
  • recognition of the different needs of clients and non-routine nature of the need and to develop judgment in applying knowledge; and
  • development of a professional community that builds and shares knowledge.

PTCE programs provide continuous opportunities for candidates to test ideas, to consider ethical and legal issues, to critically, reflect on decisions and to take responsibility for their actions. The PTCE unit supports the development of communication and human relations skills and peer and professional collaboration through coursework, candidate and faculty interaction, and field experiences.

Expectations for KSD: Candidates demonstrate ethical and professional behavior in their interactions with students, families, colleagues, and communities. Candidates demonstrate an understanding of the legal aspects of their professional roles.

 

2. Reflective Practitioner

 

  • Reflective teaching is central for effective teachers. Preservice teachers should continually think about their practice. OSU preservice teachers will be prepared to maintain constant vigilance throughout their careers as they encounter problems relating to children learning and teaching practices. Our graduates will learn how to create, enrich, maintain, and alter education settings in order to provide the best learning opportunities for all learners. Thinking about practice requires active engagement and adjustments that lead to more effective teaching and subsequent student learning. We believe that reflection is the cornerstone of learning. Thus, we believe that teacher education faculty should explicitly model reflection in their teaching. Candidates engage in reflective practice throughout the professional education preparation. Through exposure to different educational traditions, education candidates in OSU’s PTCE programs reflect on those traditions. The programs foster critical evaluation of the application of theory and research to practice and professional inquiry and encourage debate among candidates and faculty.

Expectations for KSD: Candidates are required to adopt and enact reflective, critical stances about their own and others’ classroom practices, and about the broader educational and social issues that have impact on schools. Candidates understand the process of reflective practice as it applies to their practice and their understanding of teaching and learning in the context of student learning.

 

3. Lifelong Learners

 

  • Building on reflective practice, we expect our graduates to be able to deal with the complexities and fast-paced changes found in education settings. This requires lifelong learning and is essential because educators continually make collective and individual decisions about their work. Teachers who are lifelong learners can help learners develop as active, knowledgeable citizens of a changing and complex global society. We require our candidates to be committed to ongoing analysis and continual improvement of teaching and learning, and to have effective ways to collect and analyze information about their practice and use that information to improve practice. Additionally, OSU education graduates will have a disposition toward continual lifelong learning. They will understand human development, subject matter and instruction, and the nature of student or client to make and evaluate decisions about teaching. Finally, they will be disposed to seek professional development opportunities to deepen their own discipline and pedagogical understanding, and seek and consider evidence of learner understanding in making instructional decisions.

Expectations for KSD: As lifelong learners, candidates engage in continuous professional development, collaborate with colleagues in learning communities, and other professional areas and reflect upon their practice As lifelong learners, candidates engage in continuous professional development, collaborate with colleagues in learning communities, and other professional areas and reflect upon their practice.

Source: https://education.oregonstate.edu/conceptual-framework

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