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ARGOT

SOMEWHAT SECRET VOCABULARY OF A COCULTURE GROUP

INTRINSIC REWARDS

REWARDS THAT COME FROM WITHIN ONESELF AND ARE PERSONALLY SATISFYING FOR EMOTIONAL OR INTELLECTUAL REASONS.

EXTRINSIC REWARDS

REWARDS THAT COME FROM THE OUTSIDE, SUCH AS JOB SECURITY AND VACATIONS.

PROFESSIONALISM

TRAIT OF AN OCCUPATION CHARACTERIZED BY A SPECILIZED BODY OF KNOWLEDGE WITH EMPHASIS ON AUTONOMY, DECISION MAKING, REFLECTION, AND ETHICAL STANDARDS FOR CONDUCT

PEDAGOGICAL CONTENT KNOWLEDGE

A PART OF TEACHERS PROFESSIONAL KNOWLEDGE THAT INCLUDES THE ABILITY TO REPRESENT ABSTRACT CONCEPTS IN WAYS THAT STUDENTS UNDERSTAND.

AUTONOMY

CURRICULUM

THE CAPACITY TO CONTROL ONES OWN PROFESSIONAL LIFE.

WHAT TEACHERS TEACH AND STUDENTS LEARN IN SCHOOLS.

ASSESSMENT

THE PROCESS TEACHERS USE TO GATHER DATA AND MAKE DECISIONS ABOUT PROGRESS IN STUDENT LEARNING AND DEVELOPMENT.

STANDARDS

STATEMENTS SPECIFYING WHAT STUDENTS SHOULD KNOW OR BE ABLE TO DO UPON COMPLETING AN AREA OF STUDY.

REFLECTION

ETHICS

THE ACT OF THINKING ABOUT AND ANALYZIING YOUR ACTIONS.

SETS OF MORAL STANDARDS FOR ACCEPTABLE PROFESSIONAL BEHAVIOR.

SOCIOECONOMIC STATUS

THE COMBINATION OF PARENTS INCOME, LEVEL OF EDUCATION, AND JOBS THEY HAVE.

NO CHILD LEFT BEHIND (NCLB)

REAUTHORIZATION OF THE ELEMENTARY AND SECONDARY EDUCATION ACT THAT MANDATES STATEWIDE TESTING IN READING AND MATH FOR GRADES 3-8, AND HOLDS INDIVIDUAL SCHOOLS ACCOUNTABLE FOR STUDENT ACHIEVEMENT IN THESE AREAS.

ADEQUATE YEARLY PROGRESS (AYP)

A PROVISION OF NO CHILD LEFT BEHIND THAT REQUIRES STUDENTS TO SHOW DEMONSTRATED PROGRESS IN STATEWIDE TESTS TOWARD MEETING STATE STANDARDS.

1.1 What are the major rewards in teaching?

The major rewards in teaching can be divided into two main categories, intrinsic and extrinsic. In terms of intrinsic benefits, emotional rewards such as getting to know students on a personal level and helping young people grow and develop are important, as are the intellectual rewards of learning new content and playing with ideas. Extrinsic rewards include job security, frequent vacations, convenient work schedules, and the relatively high occupational status of teaching.

1.2 What are the major challenges in teaching?

The major challenges in teaching include the complexities of classrooms, which make professional decision making so difficult, and the multiple roles that teachers perform. The first challengethe complexity of classroomsis described by five interrelated characteristics of teaching: It is 1) multidimensional and 2) simultaneous, meaning a number of things are going on in classrooms at the same time; 3) classroom events are pressing, requiring immediate attention from the teacher; 4) classroom events are unpredictable; 5) finally, classrooms are public, making a teachers decisions visible to students, and even to parents and other professionals. A second challenge facing teachers is the multiple roles they perform: Teachers are expected to create productive learning environments, work as partners with parents and caregivers, and collaborate with colleagues.

1.3 Identify the four most commonly cited reasons people give for entering teaching.

Results from a national poll, as well as our own informal surveys, indicate that wanting to work with young people and wanting to contribute to society are the two major reasons that people go into teaching. Our results showed that opportunities for personal growth and learning more about a content area were also important.

2.1 What are the essential characteristics of professionalism?

A specialized body of knowledge that sets the professional apart from the lay public is perhaps the most important characteristic of professionalism. Autonomy, which provides the freedom to make important decisions, is a second characteristic. A specialized body of knowledge, together with autonomy, allows the professional to make decisions in ill-defined situations, and reflection helps professionals improve their decisions. Finally, ethical standards provide principles of conduct that guide professionals as they work with students and caregivers.

2.2 What are the primary arguments that teaching is a profession?

Proponents of teaching as a profession point to the growing body of research showing that effective teaching requires several kinds of knowledge and requires an extended period of training for licensure. In addition, teaching professionals engage in continuous decision making in their classrooms and reflect on the effectiveness of these decisions afterward. Teachers also have considerable autonomy in their classrooms and are guided by ethical standards for conduct.

2.3 What are the major arguments that teaching is not a profession?

Critics who claim that teaching isnt true profession base their claims on two major points. First, they note that teaching often doesnt require rigorous training before licensure. Second, they point out that teacher autonomy is limited by curricular standards and assessment procedures.