Teaching as Profession

Module I:
TEACHING AS A PROFESSION
Professional Competency Enhancement Program for Teachers
(PCEPT)

NATIONAL ACADEMY OF
HIGHER EDUCATION (NAHE)
Learning Innovation Division
Higher Education Commission (HEC)

MODULE DEVELOPERS
Team Leader
Prof. Dr. Mohammad Aslam Adeeb
Dean faculty of Education
The Islamia University of Bahawalpur

Members
Dr. Irshad Hussain
Assistant Professor
Department of Education
The Islamia University of Bahawalpur
Ms. Sabiha hameed Rahmani
Lecturer
Department of Education
The Islamia University of Bahawalpur

HEC Team
Ms. Noor Amna Malik
Director General
Learning Innovation Division
Higher Education Commission, Islamabad
Email: [email protected]
Mr. Fida Hussain
Director
Learning Innovation Division
Higher Education Commission, Islamabad
Email: [email protected]
Ms. Ishrat Siddiqa Lodhi
Program Coordinator
National Academy of Higher Education (NAHE)
Higher Education Commission, Islamabad
Email: [email protected]

Contents
A. Introduction………………………………………………………………………………………………………………………. 5
B. Aims ......................................................................................................................................... 6
C. Module Objectives................................................................................................................... 7
Session I&II: Philosophy of Teaching Profession ..................................................................... 8
1. Session Learning Outcomes ..................................................................................................... 8
2. Key Concepts and Content ...................................................................................................... 8
3. Teaching Approaches ............................................................................................................ 15
4. Learning Activities.................................................................................................................. 15
5. Summary and Transition........................................................................................................ 16
6. Assessment ............................................................................................................................ 17
Session III: Standards in Teaching Profession ....................................................................... 18
1. Session Learning Outcomes ................................................................................................... 18
2. Key Concepts and Content .................................................................................................... 18
3. Teaching Approaches ............................................................................................................ 22
4. Learning Activities.................................................................................................................. 22
5. Summary and Transition........................................................................................................ 23
6. Assessment ............................................................................................................................ 24
Session IV: Teacher as an Intellectual of Society ................................................................... 25
1. Session Learning Outcomes ................................................................................................... 25
2. Key Concepts and Content .................................................................................................... 25
3. Teaching Approaches ............................................................................................................ 27
4. Learning Activities.................................................................................................................. 28
5. Summary and Transition........................................................................................................ 28
6. Assessment ............................................................................................................................ 29
Session V: Essentials of Teacher Personality ......................................................................... 30
1. Session Learning Outcomes ................................................................................................... 30
2. Key Concepts and Content .................................................................................................... 30
3. Teaching Approaches ............................................................................................................ 34
4. Learning Activities.................................................................................................................. 35
5. Summary and Transition........................................................................................................ 35
6. Assessment ............................................................................................................................ 36

Session VI: Professional Attitude ......................................................................................... 38
1. Session Learning Outcomes ................................................................................................... 38
2. Key Concepts and Content .................................................................................................... 38
3. Teaching Approaches ............................................................................................................ 41
4. Learning Activities.................................................................................................................. 42
5. Summary and Transition........................................................................................................ 42
6. Assessment ............................................................................................................................ 43
Session VII: Teacher as an Agent of Social Change ................................................................ 44
1. Session Learning Outcomes ................................................................................................... 44
2. Key Concepts and Content .................................................................................................... 44
3. Teaching Approaches ............................................................................................................ 46
4. Learning Activities.................................................................................................................. 46
5. Summary and Transition........................................................................................................ 47
6. Assessment ............................................................................................................................ 48
Session VIII: Developing Academic Networking and Knowledge Sharing ............................... 49
1. Session Learning Outcomes ................................................................................................... 49
2. Key Concepts and Content .................................................................................................... 49
3. Teaching Approaches ............................................................................................................ 53
4. Learning Activities.................................................................................................................. 53
5. Summary and Transition........................................................................................................ 54
6. Assessment ............................................................................................................................ 55
D. References and Bibliography ................................................................................................. 56

A. Introduction
A teacher is a highly valued personality in a society and teaching is considered to be the
most sacred and distinctive profession. History is full of evidence about the nations where
education has distinguished progress. Work and worth of teachers has brought name and fame
to nations. Teachers have brought laureates to nations. The profession of a teacher has never
been so challenging and demanding as it has become now. Global emphasis on literacy shows
the world’s concern for the teacher’s role in the development of society. This module helps
teachers overcome the problems, which they face while performing their duties in class and
their role in society as a social model. This module will help them maintain a balanced life while
performing their role and duties. Young teachers joining this profession take five to seven years
to understand the chemistry of this profession and 30% might depart for good, leaving 70%
behind who would remain in this profession for almost 30 years.
However, the question remains: What would those remaining young teachers do with
the youth of our nation for such a long span of time and what would become of those children
being trained by teachers who themselves need training. It is therefore considered inevitable to
make teachers understand the requirements of the teaching profession. This training material
would help the teachers develop a sense of commitment to the profession, empathy with their
students, and cordial relations with their colleagues. We hope this module will serve as a
resource for higher education teachers and help them to understand the expectations for their
role in the system of education.
This module consists of seven fundamental aspects of the teaching profession. The first
part deals with the concept and elaborates an overall vision, view and philosophy of the
teaching profession. The second part presents Standards in Teaching Profession. The teacher is
seen as a role model in society and is followed by students. Thus, the teacher is expected to
become a model of excellence. In this part the present demands, responsibilities and
professional competency of teacher is discussed comprehensively. The teacher has to show
respect and care to colleagues, students, fellow beings and to the family. The third part deals
with the intellectual faculties of the teacher. The teacher acts as a role model in society.

Through vision and wisdom, a university teacher can bring change in students. It is the
intellectual worth of the teacher that makes students creative, imaginative, ideological and
diversified. The fourth part deals with teacher’s personality, biases, outlook and encouraging
behaviour. The charisma of a teacher’s personality encourages students to reshape themselves
into better citizens. The fifth part deals with creating an environment in the class that helps
promote peace and harmony among students and colleagues. It is quite necessary to develop a
professional attitude. A teacher is expected to produce balanced, calm, satisfied and composed
students for socio-economic development of the society. This section gives suggestions for
nourishing peace among teachers as well as students. The sixth section deals with the element
of social change at the university level. Universities are agents of change. At a higher level, it is
the teacher who brings change in students. The last but not the least presents the mechanism
for sharing ideas and best practices with the global community in conferences/workshops and
guidelines to develop international academic networks and knowledge sharing to bring the
global intellect together.
The material uses simple, concise and crisp statements. It gives reality-based
suggestions to enhance teachers’ vision about their profession and to support classroom theory
and practical application. The material also includes brief activities for brainstorming to keep
participants attentive and involved during the sessions.

B. Aims
The main aims of this module are to:
1. value the teaching profession and its significance in the 21st century,
2. understand the teachers’ expected contribution in educational institutions as well as
in the society,
3. observe professional ethics and enable teachers to develop balanced personalities,
4. understand and practice the role of teachers as an intellectual of society,
5. develop the ability to live with and among differences with a positive attitude
toward peace and harmony,

6. sensitize themselves about their role as an agent of social change, and
7. Share research results and best practices with colleagues in conferences/workshops
to enable them to develop an academic network.

C. Module Objectives
Assessment of learning outcomes is necessary to know the success of the teachinglearning process. Each part of the module has a unique set of activities to measure the learning
outcomes. These activities are aim and content specific for the relevant part of module. These
activities are practical in nature based on the problem solving approach. They adopt the
principle of active pedagogy to improve participants’ creativity through their active involvement
during the sessions. The module leader will:
1. Briefly discuss learning outcomes in the beginning of the session
2. Administer the activities during the session
3. Present the results of the activities
4. Prepare a summary of the work of the participants
5. Make appropriate arrangements to display the activities

Session I&II: Philosophy of Teaching Profession
1. Session Learning Outcomes
Participants will be able to:


Describe the role of the teaching profession in the system of higher education.



Explain the ideological and philosophical notions behind the teaching profession.



Compare the role and functions of higher education in 20th and 21st century.



Articulate the various responsibilities and the difference she/he can make in the system.

2. Key Concepts and Content
The Module Leader (ML) will begin with a brain storming session by asking a question
“Why have you opted for a teaching career?” This discussion session will provide participants
with an opportunity to share their views about the teaching profession and its role in the
education system. The ML links the discussion with the emerging philosophies of teaching
profession by taking examples from faculty experiences and explaining the emerging concept,
trends, and the role of education and educator in a society.
2.1

Key Concept 1: Philosophical Foundations of Education

2.1.1 What is education?
Education is a process of acquiring and being able to apply knowledge. Education also
refers to the delivery/process of learning. Self-awareness is a process of knowing about
personal potentials, faculties, dreams, and desires. Knowledge is an awareness of self and
surroundings. Knowledge also means knowing surroundings with its realities, structures,
requirements, usages, and their relationships to the self. Once information is blended with
personal vision, it becomes knowledge.
2.1.2 How to transform information into knowledge?


Acquiring information through various sources



Blending with previously acquired information



Cross-fertilizing with personal experience



Structuring a new set of information



Verifying the information with application



Generating a body of knowledge



Structuring knowledge



Planning for communication



Transferring knowledge to students



Using effective teaching methods and techniques

2.1.3 How to change knowledge into learning?


Knitting knowledge with students’ previous knowledge



Blending knowledge with students’ personal experiences



Applying knowledge through student-cantered teaching techniques



Generating further knowledge, critical thinking and creative faculties

2.2

Key Concept 2: Why Education?


First rationale: Self-awareness enhances personal faculties and utilizes personal
potentials.



Second rationale: Constructs personality, guides future development, and helps
spending productive life.



Third rationale: Provides knowledge and skills to attain material benefits.



Fourth rationale: Provides social awareness and helps protecting beliefs and culture



Fifth rational: Works as a main source of raising love and justice among societies

2.3

Key Concept 3: Comparison of 20th and 21st Century Educational Trends
The last decades of the 20th century brought the concept of education for the sake of

employment. This concept gives vent to the skills in place of knowledge. Replacement of this
concept brought many innovative concepts with regard to the teacher’s role and aims of
education. A 21st century education demands opportunities for the intellectual, aesthetic,
ethical and skill development of individual students, and the provision of a campus
environment which can constructively assist students in their more general development.
Overall, the 20th and 21st century brought out the following differences in education.
Table-1
Comparison of 20th and 21st Century Educational Trends

Educational

Concepts in 20th Century

Concepts in 21st Century

Theoretical foundation

Practical foundation

Educational

Focus on rearrangement of

Focus on the creation of knowledge

objectives

knowledge

Aspects

General objectives of knowledge
Personal growth
Social growth
Ability to know
Borrowing Ideas
Content-based activities

Specific objectives of Education
Personality Growth
Growth of society
Ability to do
Creating Ideas
Need based activities

Teacher

Education for a few

Education for all

Knowledge based

Skill based

Teachers’ dictation

Teachers’ ideas

Religious Education

Liberal Education

Dependent individual

Self Reliant individual

Past knowledge

Future knowledge

What is needed today

What would be needed in future

Acquisition of Information

Application of knowledge

Through Media: Radio, TV,

Through

Choice
Social
Demands
Content
selection
Content
presentation

Content

Computer, Mobile Technology etc

internet

and

www

networks

Assessment based on knowledge

Assessment based on learning

Collective and generalized curriculum

Individualized

Evaluation
Curriculum

and

selective

curriculum
Learner

What learners can understand easily

comfort
Learner’s
personality

What learners must know to meet
modern world demands

Introvert, forced obedience

Confident, extrovert, self motivated,
obedient towards learning

Learner’s

Teacher dependant

Self reliance

performance
Learning

Traditional methods and techniques Combination of modern and new

methodology

of teaching

methods and teaching

Methodology

Talking, listening

Understanding and doing

What, when and where to do

Why to do? How to do?

Opportunity to listen

Opportunity to work

Personal experience

Shared experiences

Teacher directed learning

Self directed learning

Curricular activities

Curricular & co-curricular activities.

Dictating environment

Democratic environment

Forced discipline

Self disciplined

Fearful environment

Fearless environment

Local sphere of life

Global sphere of life

Environment

Focus on

Education is considered essential to every person and every society. The history of
advanced countries proves that they attained progress in their societies through utilizing
knowledge and generation of knowledge. In the 21st century, it seems less important to probe
why education than to answer which type of education. It must be the type of education that
fulfils individual, social, national, and international needs. It means all-around development of a
person who is self aware and self-dependent, one who can make a better self, better
surroundings and who can carve out a better history of humanity.
2.4

Key Concept 4:

What Do I Think About Me as a Teacher?

I have opted for the teaching profession because it is:

2.5



A better job



A respectable profession



Opportunity to make money



Opportunity to learn and conduct research



To prepare next generation



A role model for youth
Key Concept 5:

Expectations for a Teacher?

Table-2
Expectations for a teacher
Parents

Expect teacher to educate their children to be a better human
being and skilled person.

Students

Expect teacher to give them knowledge and skills in the shortest
possible time.

Society

Demands teachers to produce a generation of intellectuals that
play significant roles in the progress of the country

Government

Expects teachers to equip students with skills which will enable
them to contribute in good governance.

Key Concept 6：What Does Teaching Profession Demand?

2.6

2.7



Acquiring education and art of training



Developing an impressive personality



Understanding demands and responsibilities



Managing Resources (knowledge, thoughts, possibilities and dreams



Managing Tools (language, humbleness, personality and attitudes)
Key Concept 7: Can I Make a Difference?

Teachers should always remember that they are widely heard and seen and their impact
is being received unconsciously. Moreover, those who listen to them really matter to the world.
2.7.1 How can I make a difference?


By coming up to the satisfaction of all stakeholders.



By encouraging students to bring change in their thinking and behaviour.



By becoming a role model



By harmonious thoughts and actions



By constructing personality with wisdom and knowledge.



By creating love for knowledge and humanity



By generating love and equality among youth



By inculcating a standard moral behaviour



By designing students a symbol of peace and humanity.



By improving social interaction among students.



By developing a better teacher-student relationship.

3. Teaching Approaches
The ML may start the session with brainstorming about the emerging philosophies of
teaching profession. Based on examples from faculty experiences, the emerging concept,
trends and the role of education in a society will be explained using the following teaching
methods:


Discussion



Lecture



Interactive small group work



Observation



Group presentation

4. Learning Activities
The ML will perform the following teaching-learning activities:


Start with a brain storming session by asking a question as to why you have opted for
the teaching career.



Discuss and share participants’ views about the teaching profession and the role, which
the teachers play in the system.



Lecture on the philosophical foundations of teaching profession.



In small groups, ask participants to read, compare, and identify the changes they
observe in higher education.



Ask what participants think of themselves as teachers and ask them to reflect on their
perceptions.



Explain their job description and sensitize them about their desired contribution as
professional teacher.

5. Summary and Transition
1. Education is a process of acquiring and being able to apply knowledge. Education also
refers to the delivery/process of learning.
2. Knowledge is an awareness of self and surroundings blended with personal experience.
3. Experience, critical thinking, and creative faculties of the teacher gradually start working
horizontally and vertically, and knowledge starts to be generated and generated in
depth.
4. Muslim philosophers, thinkers and educationists greatly emphasized education and
regarded it as necessary for the dignity of humankind. Nothing but knowledge and
education make the human being superior to all the creatures in this universe.
5. Western philosophers have also conceived educational objectives and presented
different theories of education, which are considered appropriate and practiced even
today.
6. The 20th century provided ideas and space for the development of the 21st century and
advanced knowledge into skills to live and work in a globally competitive environment.
7. A teacher, a university teacher in particular, has to develop professional skills and
competencies to enable generations to live and work in the ever developing world of
knowledge and competition.
8. A teacher should be aware of the due expectations of her/him from different parts of
society.
9. The teaching profession is difficult and a bit delicate in comparison with other
professions. A small error and slackness causes greater damage.
10. A University teacher can make a difference if she/he refines students’ knowledge and
skills up to the desired standards to enable students to live a practical life as a better
individual, play constructive roles in society, and contribute to social and moral values in
a better way.

6. Assessment
Give cards to participants and ask them to write three important roles that they have to
play as a professional teacher. Ask them to identify what the role means to them and their
capacities and comfort to enact it. Do they have any professional development goals relative to
the roles? They can write their goals and may identify where in subsequent modules they may
be able to meet some of their professional goals.

Session III: Standards in Teaching Profession
1. Session Learning Outcomes
At the end of the session, the faculty participants will be able to:


Comprehend and discuss the concept of standards in teaching at university level.



State their professional and personal practices to meet the standards in teaching.



Identify the gap between perceived and actual role as faculty member.



Apply professional ethics & moral values in their academic life.



Appreciate the importance of interpersonal relationships in academic environment.



Develop & promote professional relationships with their colleagues and students.

2. Key Concepts and Content
2.1

Key Concept 1: Standards in Teaching Profession

2.1.4 Standard-1 Knowledge


Awareness of self and surroundings



Subject knowledge with specialization



Understanding professional requirements



Good perception of social and moral values



Understanding students potentials and needs

2.1.5 Standard-2 Skills


The art of teaching



Design interactive activities



Implement different teaching methods and strategies



Measure learning achievement

2.1.6 Standard-3 Planning


Academic planning



Course planning



Sessions planning



Planning for assessment

2.1.7 Standard-4 Management


Management of human resources



Management of material resources



Official correspondence



Record keeping skills

2.1.8 Standard-5 Research


Planning for research



Conducting research



Supervising research



Report writing



Paper writing

2.1.9 Standard-6 Attitude towards academic environment


Personal & family



Respect for administrative hierarchy



cooperation with Individuals and groups



Developing acceptable behaviour



Respect for and care others’ ideas



Following the ethical codes



Positive social interaction

2.2

Key Concept 2: Social Standards in Teaching Profession
It is a teacher who prepares students to behave appropriately within campus and in the

society. Social norms and cultural values are considered part of professional and social life
transferred from a teacher to student. This necessitates academia to become a role model
leaving a positive impact on students in and out of the classroom. Teachers are expected to
meet the following social standard code of ethics:


Social interaction



Good human being



Good relations with colleagues



Good relations with students



Positive attitude



Passion for public service



Fairness in dealings



Loyalty to country and nation

2.3

Key Concept 3: Professional Standards in Teaching Profession
Attitude towards work reflects professionalism of university teachers. The teaching

profession demands:


Good communication with professional experts, colleagues and students.



Sound knowledge in the subject and related duties that is to be performed



Technical skill of teaching explicitly and focused content orientation



System evaluation and opening a new spectrum of information



Firm determination & commitment with the profession of teaching



Refined values and behaviour

2.4

Key Concept 4: Professional Standards and Ethics
Professional Ethics of teaching profession expects a teacher to:


Fulfil professional responsibilities with honesty and integrity



Maintain professional confidentiality at all times



Improve the effectiveness of the profession through research and continuing
professional development



Nurture the intellectual potential of each student



Accept challenging learning environments



Encourage collaborative learning



Discuss with colleagues and other professionals the progress of student learning

2.5

Key Concept 5: Professional Standards and Moral Values
Moral values of teaching profession include:


Working for well being of students’ fundamentals in all decision making processes
and actions



Tracking opportunities to overcome unethical practices



Avoiding using positions for personal gain through political, social, religious,
economic or other influences



Appreciating all promises and respecting mutually agreed decisions



Supporting the principle of due process and protecting the civil and human rights of
all individuals.



Implementation of educational policies and regulations consistent with sound
educational goals, ensuring that no person shall be potentially disadvantaged by a
change in regulations.

2.6

Key Concept 6: Relationships in Teaching Profession


Interpersonal relationship



HOD-Teacher relationship



Teacher-teacher relation



Teacher-student relationship

3. Teaching Approaches
This session deals with the core concepts of standards in teaching profession. Therefore,
the ML would adopt different techniques and strategies to sensitize them about professional
standards in a more practical way. Generally, the ML would use the following methods of
teaching:


Question-answer technique



Lecture



Discussion



Group discussion

4. Learning Activities
1. Start with brainstorming by asking the question “What are the standards in the teaching
profession?”
2. Facilitate a debate on different standards of the teaching profession
3. Lecture with the help of a presentation on “Standards in Teaching Profession”
4. Discussion based on the lecture and reflections on “What standards do you practice
during your academic life?”

5. Ask participants to work in small groups and come up with a list of how they think of
developing interpersonal relationships with students and colleagues. What goals do
they have for each type of relationship and what cautions do they need to be concerned
with especially concerning the power differential between faculty and students.
6. Invite group presentations to share how they think of developing interpersonal
relationships.
7. Engage participants in discussion to identify the problems they face in achieving the
professional standards
5.

Summary and Transition
1. A teacher is considered to be a role model and builder of a nation; therefore, he/she is
expected to set examples for the followers who are observing the professional and
social code of ethics of teachers.
2. Professional Ethic is a set of desired moral standards which each individual is expected
to observe in his/her personal and professional life
3. Professional standards are associated with ethics that reflect behaviours of individuals
like care, trust, respect, and integrity with other individuals in the society.
4. Practice of standards maintains balance between obligations and rights of individuals
promoting peace and harmony in the society
5. The teacher has to assume different responsibilities and observe code of ethics (For
example, social responsibilities, professional responsibilities, professional ethics and
moral values for the promotion of good interpersonal and professional/working
relationships with head, colleagues and students.
6. Tips to become a successful professional


Believe in your abilities and power to change others



Be creative and think beyond immediate solutions



Think critically and decide logically



Develop knowledge and expertise in your subject



Learn the art of teaching and communication



Learn turning information into knowledge



Develop a seasoned behaviour



Bring charisma in your personality



Adopt step forward approach



Make your own standards and targets



Match self and surroundings with dreams and desires



Learn to change what is Into what it should be



Meet needs and expectations of seniors



Be positive towards students and profession



Bring change in student behaviour



Make yourself a source of inspiration for all

6. Assessment
The ML would ask the participants to prepare a list of their professional standards


Which they have met/ adopted in their professional life



Which they have not met/ adopted in their professional life, and



How they can achieve these standards?

Session IV: Teacher as an Intellectual of Society
1. Session Learning Outcomes
At the end of the session the faculty participants would be able to:


Explain and discuss the intellectual role of university teachers



Appreciate and respect the importance of scholarship



Assume the role of an intellectual of the society



Promote opportunities of interaction at intellectual level with others working in the
academic environment

2. Key Concepts and Content
The following key concepts would be discussed in this session:
2.1

Key Concept 1: Conceptual Framework of Intellectual of the Society


Intellect and Intellectual of the Society



Intellectual attitude



Romancing the Intellectual Abilities

2.2

Key Concept 2: University Teacher as a Light House
Vision and wisdom of university teachers


Generating and disseminating innovative ideas



Possessing creative aptitude & intentions



Being research-oriented



Leading a group of followers(students)



Raising a sound voice



Appreciating intellectual attitude



Enjoying and letting others enjoy intellectual freedom



Always practicing a scholarly approach



Using critical thinking



Having a platform (university) for sharing new ideas and best practices



Having good communication ability



Developing students’ intellect with intrinsic motivation



Appreciating the intellectual property of others

2.3

Key Concept 3: Assuming the Intellectual Role


Appreciation of Art and Culture



Transforming Information into Knowledge



Creativity



Ideas Generating



Critical Thinking



Diversified Reading

University teachers can become an Intellectual of the Society, because they have


An established platform to raise voice, perform, act and react



A group of followers and listeners



Company of the intellectual colleagues



Access to intellectual resources



Expectations and favours of the community



Opportunities of guiding how to learn

Therefore, they must


Think about the society and examine its demands



Observe proactive or restive capabilities of the society



Examine the world’s socio-economical terms



Develop cognitive abilities



Adopt practical approach in thinking and doing



Become rationalized and logical



Make things possible to happen



Have moral practices



Think of creative changes

3. Teaching Approaches
This session deals with the role of university teacher as an intellectual of the society.
Different core concepts associated with intellect and intellectual role would be discussed in the
session. ML would adopt different techniques and strategies to sensitize the faculty participants
to assume the role of intellectual of the society. Generally, the ML would use the following
methods of teaching:
1. Question-answer technique
2. Lecture
3. Discussion
4. Group discussion
a. Integrated approach.
b. Modelling approach.
c. Simulation approach.
d. Concept mapping approach.
e. Problem based learning approach.

4. Learning Activities
1. Start with the question “what is the intellectual role of a university teacher?”
2. Facilitate a debate on different intellectual roles of university teachers.
3. Lecture with the help of a presentation on “The Teacher as an Intellectual of the
Society”
4. Discuss the lecture delivered and reflect on “What roles do teachers play in their
academic life?”
5. Ask participants to work in small groups and prepare a list of their intellectual attitudes.
6. Invite group presentations to share how they think of assuming the role as an
intellectual of the society
5. Summary and Transition
1. The present society is a globally competitive, modern, enlightened, and progressive one,
where teacher, particularly a university teacher, has to assume the role of an intellectual
of the society and to transform it into intellectual society.
2. Teachers have an opportunity to lead a group of learned people with the aim to
transferring their desires for justice and dreams for prosperity into their hearts to bring
about changes in the society
3. A visionary teacher reveals the realities of life and its purpose to his/her followers to
prepare them for the future challenges
4. An intellectual teacher possesses a spirit of adventure, is committed to make
followers/students aware of life realities with the potential of heroic achievement, and
love their work.
5. A university teacher with intellectual virtues such as deep knowledge and understanding
of pedagogy earns good name in the community of professionals.
6. University teacher can contribute through innovative ideas, theories, beliefs about life,
ethics, writing books, publishing papers, and addressing at academic forums.
7. Intellectual teachers create hope for well-being and betterment through their vision and
wisdom

8. A good university teacher develops a community of intellectuals providing sufficient
food for minds and thoughts to inspire others for intellectual works.
9. An intellectual university teacher loves his/her profession truly, understands self and
surroundings, meets the challenges through professional vigilance & progressiveness of
ideas, and has respect and reverence for others’ intellectual property.
10. An intellectual university teacher tries to develop vision and wisdom among students
through scholarly approach, critical thinking, creativity, and by promoting questioning
skills and logical answers.
11. A teacher can focus on students to make them learn how to see and observe the world
and predict future situations, how to respond & communicate, how to act & react, how
to handle the odd situations, and how to live with differences.
6. Assessment
The ML would ask the participants to critically review their intellectual role. What are
their strengths---in what areas do they want to improve and what is their plan to do so?

Session V: Essentials of Teacher Personality
1. Session Learning Outcomes
Faculty participants would be able to:


Understand some essentials to make their personalities impressive



Describe the dominant psycho-physical traits and aspects of professional teachers



Gain useful tips for personality development



Determine the gaps between the desirable and practicing personality traits

2. Key Concepts and Content
2.1

Key Concept 1: Why We Need a Balanced Personality?


A teacher having balanced personality keeps balance in academic responsibilities.



A balanced personality is reflected in teachers’ professional, personal and teaching
decision making.

2.2

Key Concept2: How to Maintain a Balanced Personality?


Complete care of biological aspects of personality



Adjustment with environment



Balance of psycho-physical traits



Flexible and organized behaviour

2.3

Key Concept 3: What Reflects Impressive Personality?


Prefers novelty instead of similarity



Knowledge instead of information



Creativity instead of criticism



Practice instead of theory



Passion instead of emotions



Vision instead of will



Dedication instead of dictation

2.4

Key Concept 4: Psycho-Physical Traits of a Balanced Personality
A teacher having balanced personality first tries to improve all those abilities that are

helpful in developing the character and status in education, such as hard work, honesty, ethics,
passion, love, and care. These attributes cannot be explained by an individual verbally, but they
are the part of personality.
A teacher’s professional personality highlights abilities relating to reading, writing,
hearing, talking, analyzing, assessing, ordering, formatting old knowledge into new knowledge,
producing, and planning.
A teacher having balanced personality keeps balance in his:


Physical properties like food, dress and cleanliness



Relevance in physical skills like walk, talk, sit and hold



Emotional properties like character, feelings and emotions



Mental faculties like knowledge, beliefs, emotion, imagination, creation, and
inquisition



Emotional faculties like relations, emotions, love, and care



Personality speaks through speech, dress, hair, face make up and accessories, hands,
and outlook
i. Speech



Speak specifically and focus on what you are saying



Always consider what listeners want to hear



Use simple terminologies



Avoid loading your speech with jerks and sounds



Remember the impact of non-verbal gestures



Value your words when speaking



Speak by heart



Avoid stereo type gestures and words



Give only one example while explaining a concept



Select soft and rhythmic words and phrases



Avoid using “I”, use “we”



Avoid using “must or should”, use “may”



Avoid using mixture of languages



Control facial expressions while talking



Keep pleasant smiles on your face



Do not ask straight questions



First listen then act, and react softly



Realize “where to smile” and “when to laugh”



Do not laugh at, laugh with



Avoid advising anyone in rush



Avoid depending more on para language sounds “oh, uh, hoo, ann”



Do not move or jerk your knee or leg while standing



Stand straight, avoid standing with a leg ahead
ii. Dress



Select dress according to your age, time of the day, weather, occasion, atmosphere, and
gathering



Avoid funky colours and designs and prefer plain shades and colours. Never be a “hero”,
“model” or “actress”, be a “teacher”



Pin up your scarf and tie properly



Avoid unique designing, be moderate



Avoid shiny and sharp colours



Wear good size dress. No borrowed dress



Be selective and sensible in dress selection



Wear decent and graceful dress



Always notice dress code, if mentioned



Wear clean and properly ironed dress



Designing and stitching must be comfortable
iii. Hair



Wash your hair regularly



Have your haircut according to your age and face shape



Avoid using fancy hair accessories



Never be a fashion figure



Clip or comb hair properly as it should not interrupt your working



Avoid going into class with oily hair

iv. Face make up and accessories


Avoid wearing fast colours



Avoid deep make up



Avoid too many accessories



Never wear jewellery that can make fun of you



Avoid painted faces or hands
v. Hands



Avoid writing phone numbers or messages on palm



Notice ink stains and pen marks before going into the class



Always cut and trim nails



Avoid nail biting



Keep your hands clean
vi. Feet



Avoid fashionable shoes



Wear dress shoes and avoid open sandals



Avoid shoes with tip top heels



Wear proper size shoes



Wash or change socks daily

3. Teaching Approaches
The ML will use the following teaching methods according to the situation and
situational demand:


Lecture



Discussion



One to one interaction (During group activity)



Group work

4. Learning Activities


Step 1: Start brain storming with the question “When you meet a person what do you
observe first?”



Step 2: Discuss the personality traits that are observed most



Step 3: Lecture on various aspects of impressive personality



Step 4: Facilitate group activity on the role of personality in teaching with discussion in
groups



Step 5: Lecture on tips for making impressive personality



Step 6: Initiate discussion on the desirable personality traits and the ways to maintain a
balanced personality and enable participants to develop their views



Step 7: Concluding lecture and highlighting the main tips of impressive personality

5. Summary and Transition
Every individual is unique in his/her personality. Personality of a person consists of
manners, attitudes, physique, mental faculties, learning styles & habits, and social status in the
society.
1. Construction of personality is related to mental thinking and physical behaviour. The
mind designs a desirable concept of personality supplemented with body behaviour or
action.
2. Different social institutions promote accepted behaviours among individuals; religious
institutions family, society and school. Initially accepted or desired behaviour is
developed by social institutions.
3. Education is considered necessary for social training of human beings and teacher
assumes the responsibility of developing personality of the learners through changing
and arranging the learning environment as well as presenting her/himself as a role
model.

4. A balanced personality forbids an individual from adopting any negative tendency or
extreme behaviour.
5. A teacher having a balanced personality maintains balance in his physical properties like
food, dress and cleanliness; creates relevance in physical skills like walk, talk, sit and
hold; controls emotional properties as character, feelings and emotions; promotes
mental faculties like knowledge, beliefs, emotion, imagination, creation, inquisition; and
develops emotional faculties like relations, emotions, love, and care.
6. An impressive personality helps a teacher to understand and observe social values and
traditions, as well as to mature and mentor relationships with family, friends and
society.
7. A teacher having a balanced personality develops character and status through hard
work, honesty, ethics, passion, love which does not require verbal expression but are
the part of personality. Similarly, professional traits of personality relate to the abilities
of reading, writing, hearing, talking, analyzing, competing, ordering, and formatting old
knowledge into new knowledge.
6. Assessment
Prepare a chart on the personality characteristics observed by teachers and not
observed by teachers.
Table-3
Overall Evaluation of the Session Essentials of Teacher Personality
A: Strongly agree (SA), Agree (A), Undecided (U), Disagree (D), Strongly disagree (SD)
Statement
The objectives of the session were clear.
I am able to better self actualize my characteristics after this session
The material of session was helpful for me to improve my personality

SA A U D SD

Module activities guided me to understand my personality
characteristics
The structure of session helped me to improve my personality
We had fruitful group discussions
We prepared presentations on personality characteristics
After this session training, I am able to improve my personality traits
With this session training, I am able to improve and finely observe
personality traits
The essentials of teacher personality session provided me with useful
knowledge about my personality traits
Teaching in this session accomplished its objectives
I can apply all information to my present life
B: The session was too long--------too short……….the right length……………………….
C: What was the most important thing you learned in this session?.................................

Session VI: Professional Attitude
1. Session Learning Outcomes
With the completion of this session, the participants will be able to:


Understand some basic requirements of professional attitude as a teacher



Increase awareness to deal with academic issues and resolve conflicts



Incorporate professional values through better interaction with colleagues and
students.



Apply professional ethics and moral values in their academic life

2. Key Concepts and Content
The following key concepts will be discussed in the session.
2.1

Key Concept 1: Peace and Ability to Accept Diversity
Peace education is not a limited term used only as a counter effort to war. In fact, peace

education is the awareness of rights and responsibilities, and work against social retardation,
exploitation, poverty, injustice, and discrimination.


Peace education is a gift for progressive minds and it alerts collective conscious and
awareness to deal with the matters of mutual interest.



Peace education secures happiness and provides clear basis for educational
objectives.

2.2

Key Concept 2: Develop Cognitive Abilities
Emphasis on peace education can possibly disinfect negative impacts of lack of

discipline, harassment, social corruption and war. Peace education may help students in playing
positive role in society at micro levels and in the world at macro levels. Peace education is not
limited term used as counter effort to war. In fact, peace education is awareness of rights and

responsibilities and work against social retardation, exploitation, poverty, injustice and
discrimination. Professional Attitude can possibly develop:


Creative skills



Values and humanity



Interaction among society



Correlation of nature with human nature



Awareness of rights and responsibilities



Teachers as peaceful models



Cooperation and respect for others



Loyalty to country and nation

2.3

Key Concept 3: Peace and Harmony among the Participants
Teachers can produce harmony; and suppress aggression among students by providing

friendly, creative and pleasant environment to students. Peace is the only answer to the cruelty
of the cruel. Through classroom interaction and co-curricular activities, university teachers can
make students aware of the inter-dependent attitude based on the following basic elements of
peace education:


Non violence



Affection



Sympathy



Graciousness



Friendliness



Firm determination & commitment with the profession of teaching



Refined values and behaviour

2.4

Key concept 4: Comparison of Personality Behaviours
Table-4
Comparison of Personality Behaviours
Peace oriented personality

Conflict oriented personality

Deals the matters tolerantly

Deals the matters emotionally

Tolerance and patience

Always in fury

Humble and sober

Rash and in rage

Broader vision

Narrow vision

Better understanding

Low level of understanding

Impersonal

Personal

Invites for discussion

Threatens

Ready to listen

Speaks and refuses to listen

In search of alternative

Demands solution on personal will

Altruist

Introvert

Focused on issue

Scattered opinion

Open minded

Firm to personal standpoint

Flexible

Rigid

Constructive

Destructive

Self progressive

Blames on others

Satisfied

Anxious and worried

Review personal dealings

Challenge everybody

Confident

Hesitant

Well focused in opinion

Gradually turns to conflict

Mediator and facilitator

Flaring & un-accepting

Impartial

Partial

Always appreciating

Always growling and threatening

Resolves the matter

Entangles into the matter

Rationale

Irrational

Result oriented

Produces difficulty for others

Effective

Defective

3. Teaching Approaches
This session deals with the core concepts of standards in the teaching profession that
require the following teaching approaches.


Discussion



Lecture



Interactive small group work



Facilitation in group work



Group presentation

4. Learning Activities


Lecture on peace education and conflict resolution



Ask participants to think of their semester/year’s teaching experience and discuss the
occasions when a conflict began and how they resolved it.



Lecture on techniques of developing professional attitude to different situations



Facilitate group activity and invite group leaders to make presentations to share how
they think of developing interpersonal relationships.

Resources Needed:


Multimedia with computer for transparency presentation.



Charts of different colours for group and individual work,



Collared markers, lead pencils, sharpeners, erasers, white papers gum, glue and staplers



Four places for displaying group work



Writing board

5. Summary and Transition
1. Emphasis on peace education reduces conflict inculcating the ability of conflict
resolution among students and helping them to play positive role in creating and
promoting peaceful society. It would equip them with awareness of rights and
responsibilities making them able to work against social retardation, exploitation,
poverty, injustice and discrimination
2. In the beginning of 21st century, there appears a sharp conflict between war and peace.
Peace education solves such conflict through dialogue and negotiation.
3. Creating situations of harmony, love & care, passion & trust, co-operation & respect for
others can promote peace in institutions. Therefore, humanistic, moralistic, and
spiritualistic behaviours may be encouraged and appreciated to create & promote peace
in society.

4. Supportive environments can promote values and attitudes toward peace society.
Therefore, attitudinal change seems crucial.
5. Practice and adoption of peaceful values in daily life brings about change in life patterns.
Peaceful & friendly environment of an institution and classroom may create & promote
tolerance and patience among students.
6. University teachers can promote peace through non-violence activities based on
affection, sympathy, graciousness, and friendliness
7. Working relationships with head, colleagues & students.
6. Assessment
The ML would ask the participants in groups to prepare a chart of their professional
attitude that


They have met/ adopted in their professional life relative to promoting peace



They have not met/ adopted in their professional life relative to promoting peace



They can adapt in future
The charts will be displayed and observed by all the participants.

Session VII: Teacher as an Agent of Social Change
1. Session Learning Outcomes
At the end of the session, the faculty participants would be able to:


Explain the concept of social change and change agent



Identify their roles as an agent of social change



Understand some of the factors that contribute to social change



Plan teaching learning activities, projects and, tasks in line with future needs of students

2. Key Concepts and Content
The following key concepts will be discussed in the session.
In a competitive global world, universities in Pakistan need to divorce the conventional
role as teaching only institutions and focus more on including research for knowledge
generation and its dissemination. The new world order demands horizontal vision and vertical
wisdom, It also requires universities to possess competencies and negotiating skills to sustain in
a global world of work and wisdom.
2.1

Key Concept 1: Concept of Social Change
Agents of social change are:


Teacher (Teacher of any level)



Media (print and electronic)



Opinion leaders (formal & informal)



Innovations/ Research (concepts, ideas, findings etc.)



Religious institutions (Mosque and Madrasa)

2.2

Key Concept: 2

How to Bring About Social Change?



Vision and wisdom of university teachers through students



Voice of people as a tool for social change



Role of university teachers in bringing about social change



Adoption of innovations

2.3

Key Concept 3: Steps for Effective Change



Set up a stage for involving people to adopt innovations
mobilize the People-students



Select a team of like minded followers/individuals- students



Set short targets to enhance vision and voice



Develop an appropriate strategy for change



Select effective tools for communication



Inspire and spark off followers



Design short term objectives



Create a new environment

2.4

Key Concept 4: Factors Opposing the Social Change in Pakistan


Conventional mind set of the people



Lack of awareness



Lack of facilities



Misguidance from so-called opinion leaders



Adverse Propaganda-media

3. Teaching Approaches
This session deals with the concepts of social change and the change agents. It highlights
the role of a university teacher in bringing about social change in the society. A university
teacher can work as an agent of social change through his/her vision blended with wisdom
diagnosing the social demands of society in 21st century. It explains the theoretical concepts
suggesting the practical measures to bring about social change. Therefore, the resource person
would adopt different techniques and strategies to mobilize the participants become effective
& energetic agents of social change. Mostly, the resource person would be using


Discussion



Lecture



Interactive small group work



Observation and facilitation in groups



Group presentation

4. Learning Activities
1. Start the session through brainstorming by asking the question “What is your perception
of social change? Moreover, “How can university teachers bring about social change?”
2. Discussion on different issues related to social change
3. Lecture on “Role of university teacher as an agent for social change” with the help of
power point presentation
4. Discussion on the existing role of teachers in social change
5. Divide participants into groups and ask them to discuss and reflect on “what do they
practice to bring about social change during their professional life?”
6. Give a performa to the participants to complete (activity)
7. Ask for group presentations to suggest a practical way to bring about social change.

5. Summary and Transition
1. Social change is a continuous process that brings about change in behaviour of
individuals and norms & values of the society.
2. Higher educational institutions have the potential to bring about change in society.
University as a social institution has charismatic leadership and academia is equipped
with vision, wisdom and creative abilities to bring about change in the society.
3. University teachers train students to see and observe the world, find their voice and,
then give voice to the voiceless. Voice with vision is a powerful tool to bring about
positive changes and the teacher can give right direction to the right voice.
4. A university teacher visualizes future and ways of preparing learners to face its
challenges inculcating in the critical analysis of situations for purposeful application of
knowledge with its understanding and discovering logical explanations.
5. Voice with vision & wisdom proves to be more an effective tool in the process of
developing constructive thinking and ideas that help students learn, as well as recognize
and raise their voice for developing consensus on national and international issues.
6. A university teacher conceives innovative ideas, develops theories and transfers to
students making them better citizens and innovative voices for the masses becoming
successful change agents.
7. Change requires innovation and innovation requires social recognition by the
community. University teachers are innovative and progressive in their thinking, ideas
and actions, filtering new ideas in accordance with fundamental philosophy of the
society for adoption, and application
8. Teachers’ work is not limited to the classrooms only; rather it includes series of activities
performed in the practical world to develop higher order cognitive & social skills in
students making them capable of understanding; reflecting, and analyzing situations to
depict change in their behaviour and in return, a change in the society.
9. The 21st century is considered a century of innovation and change where professionals
and civil societies are questing to bringing about changes through education &
innovation negotiation. In order to meet the challenges of the 21st century, a university

teacher would have to inculcate a pragmatic approach and independent decisionmaking abilities in students. Therefore, change in students means change in society and
country.
6. Assessment
The ML would ask the participants to recall the steps for effective change and prepare a
strategy for each step to bring effective change in society.

Session VIII:
Developing Academic Networking and Knowledge Sharing
1. Session Learning Outcomes
At the end of the session, the faculty participants would be able to:


Develop professional networking & collaboration for knowledge generation and
dissemination in conferences, seminars and workshops



Prepare abstracts and PowerPoint presentations for conferences or seminars



Disseminate and Communicate the results of a study to the audience of a conference



Comprehend the concepts of different kinds of academic networking and knowledge
sharing.

2. Key Concepts and Content
The following key concepts will be discussed in the session.
2.1

Key Concept 1: Sharing Ideas in a Conference


How to write abstract of a paper?



Preparing paper for conference



Give Power Point presentations



Responding to the question- answer session



Preparation to attend a workshop



Sharing ideas during conferences/workshops (points)



Kinds of networks

2.2

Key Concept 2: Downloading Information about a Conference Details


When will the conference be held (Dates)



Where is it to be held (Place-Venue)



In which capacity you are invited (Key note Speaker, presenter or attendee)



What are the themes of the conference?



Important Dates: abstract & paper submission, registration, accommodation etc.



Costs: Travel, registration, accommodation, and other expenses involved



Author Guidelines for abstract/proposal and paper preparation

2.3

Key Concept 3: Guidelines for Writing Abstract


The abstract should not cross the limit of the words given.



Generally, it is limited to 200-300 words.



It starts with the objectives of the study



Includes the significance of the research



Describes brief research methodology: design, data collection, and analysis



Reflects significant findings and important recommendations

2.4

Key Concept 4: Preparing Paper for a Conference


Begin with the abstract that has already been accepted with the names of the
author and co-author in the recommended format.



Write introduction including the status of the issue with its rationale and objectives.



Critically examine the writers’ views and related studies



Explain the methodology of the present research



Describe the findings, Including tables and graphs if necessary.



In-depth discussion on various aspects of the issue based mostly on findings



Put forward appropriate recommendations if required



List references in a recommended format



Collect relevant material (documents, films, posters, charts)



Select the material for presentation



Separate the material for distribution



Prepare presentation and learning material



Prepare learning activities



Design learning sheets



Prepare assessment mechanism

2.5

Key Concept 5: Guidelines for PowerPoint Presentation


Start from the title of the study, name of presenter/researcher with affiliation



Include the objectives of the research



Describe the significance of the research



Explain the research methodology, population, sample, research instrument and its
validity, data collection & its analysis



Present and discuss the results of the research



Generalize the results



Present the relevant recommendations

2.6

Key Concept 6: Responding to Questions in a Conference


After preparing the presentation, think about the possible questions that would be
asked and how you would respond to the questions



You need to equip yourself with all the information, as there might be some
questions, which require further reading, references, and evidence.



After preparation the presentation, think again how you would present it in a better
way. All presentations are presented with multimedia projection. Therefore, prepare
black and white copies for all the participants.

2.7

Key Concept 7: Essentials Etiquettes to Attend a Conference


Switch off cell phone during sessions to avoid embarrassment.



Avoid attending telephone and making calls during sessions.



Take notes during sessions.



Read supplied material and contribute to discussions.



During the group discussion, participate actively and become willing worker.



If you are a presenter, handover all the materials and presentations to the
organizers and make sure that the copies of the material are ready for distribution.



Give your presentation to the organizers and make sure that it is copied in computer
and ready for display.

2.8

Key Concept 8: Kinds of Networks


Institutional network



Academia network



Research network



Training network



Resources sharing network



Data sharing network



Curriculum sharing network



Developing learning material network

2.9

Key Concept 9: Procedure of Networking


People get introduced with each other during conferences and workshops



Establish regular contacts. Ideas are shared and common goals are set based on
needs



Plans and methodology is agreed upon to achieve the goals



Joint activities and outcomes are planned



Activities are initiated and resources are shared



Output are assessed and networks are further strengthened

3. Teaching Approaches
This session deals with the core concepts of developing academic networking and
knowledge sharing. ML would adopt approaches to make the faculty participants aware and
capable of presenting papers in conferences and seminars. Generally, the ML would use the
following methods of teaching:


Question-answer technique



Lecture



Discussion



Group discussion

4. Learning Activities
1. Start with brainstorming by asking the question “Have you ever presented a paper in a
conference?”
2. Facilitate a debate on different issues of attending and presenting paper in conferences
3. Lecture with the help of a presentation on “Developing Academic Networks and
Knowledge Sharing”
4. Discussion based on the lecture and take reflections on “how do they present a paper in
an academic conference?”
5. Give participants a performa to check what is desirable and what they practice during a
conference.
6. Ask participants to develop a plan for making a presentation at an upcoming
conference.

5. Summary and Transition
1. Conferences or workshops provide opportunities for professionals in academia to
present results of research, as well as share ideas and best practices in teaching and
research at national and international level.
2. Workshops and conferences are organized to address different issues i.e. educational,
scientific, administrative; technical or training workshops and conferences provide a
platform to the researchers and academicians to get together and share knowledge.
3. Objectives, parameters, mechanisms and logistics of workshops and conferences are
finalized in advance with intimation to the participants and presenters.
4. In a conference or seminar, different sessions are generally allocated for different
themes where papers are presented; while in a workshop, resource persons provide
knowledge and training on a particular theme.
5. Professionals in academia should participate only in those events where they can prove
their expertise and present an outstanding research paper. In case of a workshop, they
should attend only when the experience adds to their professional expertise. In
addition, they should check their availability, health, and financial capacity.
6. After receiving acceptance or invitation to a conference or workshop, the professional is
required to prepare full paper according to the format and to meet the deadlines. They
should make travel arrangements after necessary approval. If invited as the resource
person, they would be required to prepare training material and send its presentation to
the organizers.
7. After necessary formatting and proof reading, the professional should submit the paper
to the conference organizers according to the rules and regulations of the conference.
8. After preparing the presentation, think about possible questions that would be asked
and how they would be addressed. After preparing the presentation, professionals
should think about the style of the presentation. They should also get a printed copy of
the presentation.
9. Professionals in academia should develop professional networks with presenters and
participants for sharing further research and teaching practices. However, on return

from the conference, they should prepare a report of the conference/workshop and
share it with colleagues.
6. Assessment
Assign participants to groups and have them generate a list of what would make for a
very effective conference presentation. Then think of the last conference/workshop your have
attended and award 5 marks to yourself for each suggestion you already have applied in the
previous conference/workshop.

D. References and Bibliography
Atkinson, R. C. & Shiffrin, R. M. (1968). Human memory: A proposed system and its control
processes. In K.W. Spence and J.T. Spence (Eds.), The psychology of learning and
motivation (Vol. 2). New York: Academic Press.
Atwell, N. (1998). In the middle: New understandings about writing, reading and learning (2nd
ed.). Portsmouth, NH: Boynton/Cook Heinemann.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune &
Stratton.
Ayers, W. (Ed.). (1995). To become a teacher: Making a difference in children’s lives. New York:
Teachers College Press.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice-Hall.
Banks, J. (1999). Introduction to multicultural education (2nd ed.). Boston: Allyn
& Bacon.
Belenky, M. F., Clinchy, B. M., Goldberg, N. R. & Tarule, J. M. (1986). Woman’s ways of knowing:
The development of self, voice and mind. New York: Basic Books.
Bellah, C. (1985). Habits of the heart. San Francisco: Harper Collins.
Biehler, R.& Snowman, J. (2000). Psychology applied to teaching (9th edition). Boston:
Houghton Mifflin Company.
Bredekamp, S. & Copple, C. (Eds.). (1997). Develop mentally appropriate practice in early
childhood programs. Washington, DC: NAEYC.
Brofenbrenner, U. (1979). The ecology of human development: Experiments by
nature and design. Cambridge, MA: Harvard University Press.

Bruner, J. S. (1966). Toward a theory of instruction. New York: Norton.
Cambourne, B. (1988). The whole story: Natural learning and acquisition of
literacy in the classroom. New Zealand: Ashton Scholastic.
Canella, G. (1997). Deconstructing early childhood: Social justice and
revolution. New York: Peter Lang.
Coulter, D., & Wiens, J. R. (2002). Educational judgment: Linking the actor and
the spectator. Educational Researcher, 31 (4), 15-25.
Council of Chief State School Officers. (1992). Model standards for beginning teacher licensing
and development: A resource for state dialogue. Washington, DC: author.
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San
Francisco: Jossey-Bass.
Darling-Hammond, L., French, J., & Garcia-Lopez, S. P. (2002). Learning to teach for social
justice. New York: Teachers College Press.
Delpit, L. (1995). Teaching other people’s children: Cultural conflict in the classroom. New York:
New York Press.
ewey, J. (1916). Democracy and education. New York: Macmillan.
Dunn, R., Dunn, K. & Perrin, J. (1994). Teaching young children through their individual learning
styles. Boston: Allyn & Bacon.
Dunn, R. S. & Griggs, S. A. (1995). Multiculturalism and learning style.
Westport, CT: Praeger Publishers.
Elkind, D. (1994). A sympathetic understanding of the child: Birth to sixteen (3rd ed.). Boston:
Allyn & Bacon.

Erikson, E. (1987). The human life cycle. In S. Schlein (Ed.), A way of looking at things: Selected
papers of Eirk Erikson 1930-1980. New York: Norton.
Fenstermacher, G. D. (2001). On the concept of manner and its visibility in teaching. Journal of
Curriculum Studies, 33 (6), 639-653.
Friere, P. (1973). Education for critical consciousness. New York: Seabury Press.
Friere, P. (1974). Pedagogy of the oppressed. New York: Seabury Press.
Friere, P. (1994). Pedagogy of hope: Reliving pedagogy of the oppressed. New
York: Continuum.
Garber, S. (1996). The fabric of faithfulness in the college years. Downers
Grove, IL: Intervarsity Press.
Gardner, H. (1985). Frames of mind. New York: Basic Books.
Gardner, H. (1999). Intelligence reframed. New York: Basic Books.
George, P., Lawrence, G. & Bushnell, D. (1998). Handbook for middle school teaching (2nd ed.).
New York: Longman.
Gilligan, C. (1982). In a different voice. Cambridge, MA: Harvard University Press.
Giroux, H. (1993). Living dangerously: Multiculturalism and the politics of difference. New York:
Peter Lang.
Glasser, W. (1990). The quality school: Managing students without coercion. New York: Harper
& Row.
Goodlad, J. (1984). A place called school. New York: McGraw Hill.
Greene, M. (1988). The dialectic of freedom. New York: Teachers College Press.
Greene, M. (1995). Releasing the imagination. San Francisco: Jossey-Bass.

Gutek, G. (1995). A history of western educational experience (2nd ed.). Chicago: Waveland
Press.
Hansen, D. (1995). The call to teach. New York: Teachers College Press.
Hansen, D. T. (2001). Exploring the moral heart of teaching: Toward a teacher’s creed. New
York: Teachers College Press.
Herrell, A. & Jordan, M. (2004). Fifty strategies for teaching English language learners, 2nd
edition. Upper Saddle River, NJ: Pearson Publishing.
Hoffman, M. H. (2000). Empathy and moral development: Implications for caring and justice.
UK: Cambridge University Press.
Howard, G. R. (1999). We can’t teach what we don’t know: White teachers, multiracial schools.
New York: Teachers College Press.
Illinois State Board of Education (2002). Content area standards for educators, 2nd edition.
Springfield, IL: author.
Jackson, P. (1986). The practice of teaching. New York: Teachers College Press.
Johnson, D., Johnson, R. & Holubec, E. (1991). Cooperation in the classroom.
Edina, MN: Interaction Book Co.
Jenlink, P. M., (2007). Public Pedagogy and the Intellectual Work of Teachers. A Paper presented
at the annual meeting of the American Association of Colleges for Teacher Education,
Hilton

New

York,

New

York,

NY

(http://www.allacademic.com/meta/p142619_index.html) visited on 03-04-2009
Katz, M., Noddings, N. & Strike, K. (Eds.). (1999). Justice and caring: Thesearch for common
ground in education. New York: Teachers College Press.
Kauchak, D., Eggen, P., & Carter, C. (2002). Introduction to teaching: Becoming a professional.
Columbus, OH: Merrill Prentice Hall.

Kliebard, H. (1986). The struggle for the American curriculum. New York: Routledge.
Kohlberg, L. (1984). Essays on moral development. Vol. 2: The psychology of moral
development. San Francisco: Harper & Row.
Kohn, A. (2000). The case against standardized testing: Raising the scores, ruining the schools.
Portsmouth, NH: Heinemann.
Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York: Crown.
Ladson-Billings. (1994). The dreamkeepers: Successful teachers of African America children. San
Francisco: Jossey-Bass.
Lazear, D. (1991). Seven ways of knowing: Teaching for multiple intelligence. Palatine, IL:
Sunlight.
Lewis, C. S. (1944). The abolition of man. New York: Simon & Schuster.
Lyons, N. P. (2002). The personal self in story. In N. Lyons and V. Kubler-LaBoskey (Eds.),
Narrative inquiry in practice: Advancing the knowledge of teaching. New York:
Teachers College Press.
Maas, D. (1996). Wheaton College awakenings 1853-1873. Wheaton, IL: Educational Publishing
Concepts, Inc.
Maslow, A. H. (1968). Toward a psychology of being (2nd ed.). New York: Van Nostrand.
Maslow, A. H. (1970). Motivation and personality (2nd ed.). New York: Harper & Row.
McAdoo, H. (1993). Family ethnicity: Strength in diversity. Newbury Park, CA: Sage.
McNeil, L. (1986). Contradictions of control: School structure and school knowledge. New York:
Routledge & Kegan Paul.
Moore, D., Moore, S., Cunningham, P. & Cunningham, J. (1998). Developing readers and writers
in the content areas K-12 (3rd ed.). New York: Longman.

National Council for the Accreditation of Teacher Education. (2000). NCATE 2000 unit
standards. Washington, DC: author.
Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education. New
York: Longman.
Nieto, S. (2000). Placing equity front and center: Some thoughts on transforming teacher
education for a new century. Journal of Teacher Education, 51 (3), 180-187.
Nieto, S. (2003). What keeps teachers going? New York: Teachers College Press.
Noddings, N. (1992). The challenge to care in schools. New York: Teachers College Press.
Noddings, N. (2002). Educating moral people: A caring alternative to character education. New
York: Teachers College Press.
Nucci, L. P. (2001). Education in the moral domain. New York: Cambridge University Press.
Oser, F., Dick, A. & Patry, J. (1992). Effective and responsible teaching. San Francisco: JosseyBass.
Palmer, P. (1993). To know as we are known: Education as a spiritual journey. San Francisco:
Jossey-Bass.
Palmer, P. (1995). The courage to teach. San Francisco: Jossey-Bass.
Piaget, J. (1995). The essential Piaget. Northvale, NJ: J. Aronson.
Pipher, M. (1994). Reviving Ophelia: Saving the lives of adolescent girls. New York: Ballantine
Books.
Purpel, D. (1989). The moral and spiritual crisis in education: A curriculum for social Purpel, D.
(1999). Moral outrage in education. New York: Peter Lang.

Renzaglia, A., Hutchins, M. & Lee, S. (1997). The impact of teacher education on the beliefs,
attitudes and dispositions of pre-service special educators. Teacher Education and
Special Education, 20 (4), 360-377.
Rorty, R. (1997). Hermeneutics, general studies and teaching. In S. Cahn (Ed.), Classic and
contemporary readings in the philosophy of education. New York: McGraw Hill.
Sadker, M. & Sadker, D. (1994). Failing at fairness: How our schools cheat girls. NewYork: Simon
& Schuster.
Sayers, D. (1993). Toward a Christian aesthetic. In W. Epperson, R. Givens, L. Gray & M. Hall
(Eds.). Encounters: Connecting, creating, composing. Dubuque, IA: Kendall Hunt.
Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and
learning in the profession. San Francisco: Jossey-Bass.
Schubert, W. & Ayers, W. (1999). Teacher lore: Learning from our own experience. Troy, NY:
Educator’s International Press.
Schwartz, J. E. (1997). Christians teaching in public schools: What are some options? Christian
Scholar’s Review, 26, 293-305.
Sergiovanni, T. (1994). Building community in schools. San Francisco: Jossey-Bass.
Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: University of
Chicago Press.
Sizer, T. R. & Sizer, N. F. (1999). The students are watching: Schools and the moral contract.
Boston, MA: Beacon Press.
Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.
Slattery, P. (1995). Curriculum development in a postmodern era. New York: Garland.
Spring, J. (1994). Wheels in the head (2nd ed.). New York: McGraw Hill.

Tillich, P. (1959). Theology of culture. Oxford: Oxford University Press.
Tinder, G. (1993). Can we be good without God? In W. Epperson, R. Givens, L. Gray & M. Hall
(Eds.), Encounters: Connecting, creating, composing. Dubuque, IA:Kendall Hunt.
Tom, A. (1984). Teaching as a moral craft. White Plains, NY: Longman.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press.
Wolterstorff, N. (1980). Education for responsible action. Grand Rapids, MI: Eerdsman.
Wolterstorff, N. (2002). Educating for life: Reflections on Christian teaching and learning. Grand
Rapids, MI: Baker Books.
Zemelman, S., Daniels, H. & Hyde, A. (1998). Best practice: New standards for teaching and
learning in America’s schools (2nd ed.). Portsmouth, NH: Heinemann.