INTRODUCTION

Objectives:

1. To explain the nature of moral and ethics

2. To explain the difference between morals and ethics

A. Fundamental and Assumption

Ethics is a term that has always been discussed by

experts, especially in the world of philosophy and education.
The term ethics is quite interesting to study because it talks
about good and bad, right and wrong, or what should be done
and left behind. Ethics always adorns human life in all aspects
of human life. Ethics has in fact put itself in a position that most
often to be studied and applied in their daily lives. Ethics giving
people orientation on how to live their lives so as not to cause
problems in life. Ethics in the end help humans in taking an
action which and what to do and what to avoid.

Moral in human life has a very important position.

Moral values are indispensable for humans, both as individuals
and as individual members of a community or nation. a
civilization nation can be judged through the moral character of
its people. Human in his life must obey and obey the norms,
rules, customs, laws and laws that exist in a society. Relating to
norms, rules, customs, laws and laws that govern human life
made by agreement of a group of people or rules derived from
law God so that humans can live according to the norms agreed
in community of human life and law from God.

Ethics in learning is very important to be upheld and

applied, because ethics provide limits on what is good or bad.
may or may not be done by students or teachers as educators. In
learning in which there are students as people who aim gain
knowledge and a teacher as a transfer of knowledge, otherwise
uphold ethical values, the goals to be achieved will not obtained
except for the sentences. In the learning process there is an
interaction between students with teachers and with teaching
materials, active learning interactions and this communicative
must uphold ethical values, with the reason because teacher has
a special position for everyone who is in educational process.
 The teacher becomes the central figure that influences the
student's character in learning carry out a character learning
process. Even school or educational institutions with limited
facilities and infrastructure, teachers who spearhead the success
of the learning process. Teacher plays a role as a source of
knowledge or learning resources for students. Students will
learn from what the teacher gave. This is where the teacher has
to be careful in speak and behave, because everything will be
imitated by the students,

In the current era of globalization, students seem to have

lost their direction and purpose.They are trapped in the circle of
the impact of globalization which puts forward attitudesdon't
care but more towards the nature of anarchism even a lotpeople
who think today's young generation has no influencepositive as
an educated person. Our education system so far is still
morefocuses on academic cognitive mastery while affective
andpsychomotor skills are no longer a priority even though
these values are very important inshape the child's personality
so that in the end he becomes a poor personmanners, manners
and moral ethics.

The current problem of morals is much more complex

than the moral problems that occurred in previous times. The
spread of moral issues among adolescents such as increasing
juvenile rebellion or decadence of ethics or student manners,
increasing dishonesty, such as truancy, cheating, fighting and
stealing at school, reduced respect for parents, teachers, and
authority figures, and so on. Others have become social
problems that have not been completely resolved so far. The
consequences are quite severe because these actions have led to
criminal acts. The following are the results of research on
juvenile delinquency which are generally categorized as
children who attend school in big cities.

CONCLUSION

If we explore more deeply, then we can clearly find similarities

and differences in ethics and morals. The similarity between the two
lies in the object to be studied, both of which discuss the good and bad
of human behavior and actions.The goal of ethics in the philosophical
view is to get the same idea for all humans at all times and places about
the size of good and bad behavior as far as the human mind can know.
However, in an effort to achieve that goal, ethics has difficulty,
because the views of each world class about good and bad have
different criteria.
Experts can immediately see that ethics is related to the
following four things. First, in terms of the object of discussion, ethics
seeks to discuss human blindness. Second, in terms of its source, ethics
is based on reason and philosophy. As a result of thought, ethics is
neither absolute, absolute nor universal. Third, in terms of its function,
ethics functions as an appraiser, determinant and determination of an
action that will be judged as good, bad, noble, honorable, humiliated,
etc. And fourth, in terms of its nature, ethics is relative, that is, it can
change according to the demands of the times. With such
characteristics, ethics is more of a science that deals with efforts to
determine the actions that humans take to be said to be good or bad. In
other words, ethics are rules or patterns of behavior produced by the
human mind.Moral comes from the Latin word mores, the plural of
mos, which means custom. Meanwhile, in Indonesian, moral is defined
as decency. While morals are in accordance with generally accepted
ideas about human actions, which are good and which are natural.
There are similarities between ethics and morals. However,
there is also a difference, namely ethics is more theoretical, while
morals are more practical. According to the views of philosophers,
ethics views the behavior of human actions universally (generally),
while morals are local. Moral states the measure, ethics explains the
measure.However, in some respects there are differences between
ethics and morals. First, when discussing ethics, to determine the value
of good or bad human behavior, use the benchmark of reason or ratio,
while in moral discussion the benchmark used is the norms that grow
and develop and take place in society.There are some differences
between ethics and morals. First, when discussing ethics, to determine
the value of good or bad human actions, use the benchmark of reason
or ratio, while the moral benchmark used is the norms that grow and
develop and take place in society. Thus, ethics is more philosophical in
nature and exists in concepts, while ethics is in the realm of reality and
appears in behavior that develops in society.Ethics and morals have the
same meaning but in everyday use there is a slight difference. Moral or
morality is used for the act that is being assessed, while ethics is used
for the study of the existing value system.Ethics and morals have the
same meaning but in everyday use there is a slight difference. Moral or
morality is used for the act that is being assessed, while ethics is used
for the study of the existing value system.
EXERCISES:

1. You are surprised to see that you received a failing grade in your
literature class. You think you're doing pretty well and have a "B"
average for the class. When you contact your instructor to find out why
you failed, he or she confronts you with evidence that you plagiarized
part of your final essay. “Every student who plagiarized in my class
failed,” he tells you. "There are no exceptions." Is that the end of the
matter? What should you do?

2. You are in advanced language class and are confused about trying to
write a composition so you write a few sentences in English and use an
automatic translation program on the internet to help you. That's okay,
because it's like using a dictionary, and the instructor says dictionaries
are allowed. Is it academically honest? What should you do?

3. You ask your instructor if he or she would be willing to read the

draft essay due in a week. Your essay contains paraphrases from
secondary sources that you used in your essay but haven't flagged as
someone else's ideas. You think this is okay, because this is a draft
essay and not a final copy that you plan to submit. Is this considered
academic dishonesty? Give your opinion what the ethics or moral in
this case?

4. A graduate student has been working in a lab for a year on what she
hopes will be her Ph.D. dissertationresearch. She has been troubled for
the last several months by the possibility that her advisor may
bemanipulating data used in his publications. This past week, she has
just discovered what she believes to beincontrovertible evidence that
some of his published data had in fact been fabricated.
Questions
• What should she do?
• With whom should she discuss the issue, if anyone?
• Is there a designated person at your institution to deal with such
issues?
 CHAPTER 1
MEANING OF ETHICS (DIFFERENT TO
MORAL AND VALUE)
Ifyouarenotconfusedthenyouarenotpayingattention.
(TomPeters)

Objectives:

1. To explain normative, metaethics and applied ethics are and

how to differentiate between them.
2. To outline two considerations in developing an ethical
position.
3. To explain some key terms and common misconceptions in
ethics.

1. Definition of Ethics

Ethics is part of moral philosophy where the study is related to

human behavior. Ethics does not question the human condition, but
questionshow humans should act, based on certain norms. Ethics and
morals are more or less the same meaning, but in daily activities there
are differences, namely morals for the assessment of actions taken,
while ethics is forassessment of the prevailing value system. Ethics
and morals are more or less the same meaning, but in daily activities
there are differences, namely morals for the assessment of actions
taken, while ethics is for assessment of the prevailing value system.
Moral is an understanding of what is good and what is wrong. While
ethics is human behavior, both mental and physical regarding matters
that are in accordance with that moral. Ethics is a philosophical
inquiry into human obligations and what is good and bad. This field is
hereinafter referred to as the moral field. The objects of ethics are
moral statements. Therefore, ethics can also be said as a philosophy
of the moral field. Ethics is not about the human condition, but how
humans should act.
Ethics is a human thought that is included in a device of human
judgment in dealing with the environment. The position of ethics in
culture is an important capital in developing sustainable development
insights. Therefore, ethics in the study of philosophy is a branch of
axiology, namely the science that studies the nature of values. One
part of which is the explanations in philosophy that discuss the
problem of the predicate good (good) and bad (bad) in the sense of
morality and immoral. These predicates will not have any meaning
(meaningless) if they are not manifested in human actions in the
empirical realm. The predicates above in terms of quality will refer to
one side of the two opposing sides, namely the good side or morality.
If someone delivers a symbol in the form of an attribute that is in
accordance with general opinions and rules, it can be said that the
action is moral, good and also ethical. So, on the good and moral side
it is called ethics. On the other hand, people who are not in
accordance with the general habits of their community are referred to
as bad, unscrupulous, unethical and considered to have violated
ethics.

Ethics is one of the most important and significant branches of

philosophy today and it means the philosophy of morality. The term
ethics comes from the Greek word Ethos which means custom,
character which is related to our values and virtues. It helps us in
making right decisions and hence, our daily actions and life
experiences are the subject of ethics. They are mainly divided into
two parts: theoretical ethics and applied ethics. Normative ethics,
descriptive ethics, meta ethics, etc. are included in theoretical ethics
and professional ethics are included in applied ethics. Normative
ethics mainly studies about what makes an activity or action right and
wrong. Meta ethics is all about the theoretical meanings as well as
allusions of moral propositions and the descriptive ethical study of
facts and looking into ethics from observations of genuine choices
made by moral agents in practice.

ETHICS

Theoretical AppliedorPractical
-normativeethics -professional ethics
-descriptiveethics
-metaethics

Along with changes and the development of new technologies,

there are many challenges that also develop in the global era. The
whole world has become so mechanical and commercial where the
hope of honesty and commitment among people is like a dream now.
Social media also plays a very important role in everyone's life as
well as children and its influence has made them unrealistic in every
area of their life. Due to this reason, great ethical demands have
grown in the field of education to instill and develop morality and
values among students especially youth.

2. Types of Ethics

Ethics that examines human behavior can be classified into

several types:

A. Meta-ethics

Metaethics or analytical ethics are not concerned with empirical

or historical facts, nor do they make evaluations or normative
judgments. Meta-ethics prefers to examine ethical issues, such as
the question: what is the meaning of using the expression "right"
or "wrong"? It is an ethic that tries to give meaning to the terms
and language used in ethical discussions, as well as the way of
thinking used to justify ethical statements. Metaethics is a form of
analytics that is concerned with analyzing all the rules relating to
behavior, good and evil. Critical which is related to criticizing
what has been analyzed. Metaethics examines the origin of ethical
principles and their use. The question is: Are there any ethical
principles that are a social fabrication? Are these social ethical
principles a reflection of individual emotions? It is metaethics that
will answer all these questions which focus on universal truths,
God's provisions, reasons for ethical judgments and definitions of
terms related to ethics itself.

Metaethics as a path to the conception of the right or wrong of

an action or event. In metaethics, the action or event in question is
studied on the basis of the thing itself and the impact it makes.To
exemplify, "a child kicked a ball till the window pane broke''. The
merits of the activity must be assessed from a meta-ethical
standpoint. To begin with, it is a mistake to play while playing
from the child's perspective, because one of his worlds (children's
world) is certainly playing, especially when he does it on purpose.
However, if you look at it from the perspective of the window
owner, this is clearly a mistake done by the child. Because he felt
wronged, the window owner presumed so.
 Source:google.id

How should we develop a metaethical theory?

There is another fundamental methodological question that is

well worth keeping at the front of the mind: what should the
meta-ethic be sensitive to when developing their theory? For
example, if we are trying to answer questions about moral
language — and, as philosophers, we take a particular approach to
truth that differs from the view held by most people - then who
wins? Do we go with the people on the street? Or the
philosopher? This point can be best illustrated by revisiting our
football example.

Imagine that people in the crowd simultaneously shouted

"Penalties!" Leaving what the referee said to one side, imagine
the analyst or pundit thought it was definitely not a penalty. He
argued that despite the crowd's insistence, what they said was
wrong. Furthermore, he reasoned, he has a lot of experience and
has watched more games than most of them, he doesn't support
any of the teams and is therefore unbiased and he is in a much
better position emotionally to be understood. What really
happened. What should we say in this situation? Is it a penalty or
not? Are we taking seriously the fact that 50,000 people are
simultaneously shouting the same thing at the same time?

So, when trying to find the best analysis of moral practice,

should we start with the way most people think and talk and try to
build a theory around this? Or should we develop a theory and
then explain what people have to say in this regard or conclude
that the way people think and speak is a riot as a reliable guide to
truth? If one thinks that the confession of moral claims is always
true, does this mean that metaethical theory should demonstrate
 this? Or rather, can meta-ethic claim to know more about the
matter and agree that people are wrong?

Of course, one might think it's a bit of both: in some cases,

people's thoughts and everyday speech should direct our
metaethical theories, whereas in other cases philosophers should.
To take this route we must tread with caution, as we need to give
sound reasons why on some issues great weight of evidence is
given to people and why in others it is not. As you read the rest of
the book, you will see metaethicists grapple with this issue.

B. Normative Ethics

Normative ethics is the attitude and behavior of humans

or society according to with ideal norms and morality. This
ethic is generally judged meet the demands and development of
dynamics and conditions public. There are demands that
become a reference for the general public or all parties in life.
This normative ethics is ethics refers to moral norms or
standards that are expected to influence behavior, policies,
decisions, individual character, and social structure.
With such elements, it is hoped that behavior with all its
aspects will remain grounded in regulated norms. In normative
ethics, ethics seeks to shape various attitudes and ideal behavior
patterns that must be carried out by humans, or what is precious
in this life. This normative ethics speak about the norms that
guide human behavior, and provide judgments and appeals to
humans to act because it must be based on norms. It also
encourages people to act good and avoid wrong decision bad.
Systematically, normative ethics tries to present justify the
moral system. Normative business ethics develop and justify
basic moral principles or basic values of a moral system. This
system consists of the principles or basic moral values and rules
that specifically govern human behavior in the sense of
eliminating actions that bad or immoral, but advocates behavior
that is immoral. Ethics is the most important part of ethics
itself. Ethics normative ethics, the person concerned does not
act as a neutral audience (as in descriptive ethics), but suggest
judgments about human behavior.
Normative ethics is no longer explaining about the
symptoms, but about what really should be our actions. In
normative ethics, norms are judged, and human attitudes are
 determined. Normative Ethics provides judgments and appeals
to humans to act as they should base on norms. and urges
people to act well and avoid bad actions.
Normative ethics related to moral issues is the most
interesting topic of discussion. Good and bad judgments
regarding the actions of a person or certain community group in
normative ethics are always associated with norms that can
guide humans to act well and avoid bad things in accordance
with agreed rules and norms that apply in society.
An action or human action always has a certain goal to
be achieved. This means that there is a direction and target for
the actions of life that are carried out. Examples of Normative
Ethics. There are individual ethics such as honesty, self-
discipline, doing tasks.

Examples of the application of normative ethics,

namely:
 The habit of using drugs must be avoided because it can
damage the body's organs (torture yourself)
 Reject the habit of abortion because it includes the act of
taking the lives of others and torturing oneself.
 It is forbidden to take the life of another innocent person
 The habit of drinking alcoholic beverages should be
avoided, because it can lead to loss of human
consciousness and damage their organs.
 Reject the habit of Corruption, Collusion and Nepotism
(KKN) because it can harm others.
 The habit of prostitution, must be avoided, because it is
contrary to human dignity.

Normative ethics does not describe, but determines whether or

not an action is true. Normative ethics aims to formulate ethical
principles that can be accounted for rationally and can be used in
practice.

C. Applied Ethics

Applied ethics is the study of how humans can reach

moral conclusions in certain contexts. As a result, it is focused
with the philosophical investigation of specific – and frequently
complex – moral dilemmas. Applied ethics encompasses fields
such as bioethics, environmental ethics, development ethics,
 and business/corporate ethics. Applied ethics is a philosophical
discipline that seeks to apply ethical theories to everyday life
situations. Applied ethics is a branch of ethics that consists of
the analysis of specific and conventional moral issues.
Various questions can be asked in the field of applied
ethics, for example:
1. “Is having an abortion immoral?”
2. “Is euthanasia immoral?”
3. “Do animals have rights too?

What are human rights, and how are they defined?”

Questions can also be more specific, such as: “If someone can
make their life better than mine, is it morally right to sacrifice
me for them if needed?” These questions are important to
balance in the fields of law, politics and arbitration practice.
However, not all questions can be applied to public policy.
For example, ethical judgment questions, such as “Is lying
always wrong? If not, when is it justified?”, is more a question
of etiquette.
Applied ethics has various important roles in the
modern world. Among others are:
 There is moral pluralism
 The emergence of new ethical problems
 The emergence of an increasingly universal ethical concern
 The arrival of the wave of modernization
 There is an offer of various ideologies
 A challenge for clergy

i. The Emergence of Applied Ethics

Applied ethics arises from a deep ethical concern, this is

triggered by various factors including:
 Developments in the field of science and
technology.
 The creation of a kind of “moral climate” that
invites new interest in ethics

In addition, various problems faced and new cases that

developed in human social life, also made the science of
applied ethics develop, namely:
 The emergence of the civil rights struggle.
  There is a strong movement that demands equal
rights between men and women.
 There was also a student "revolution" in several
Western countries

The seriousness of applied ethics is also marked by the

development of applied ethics through various situations
and activities, including:
 In many places around the world, congresses and
seminars are held on ethical issues every year.
 There have been quite a number of institutes,
inside and outside universities, which specialize in
studying moral issues
 Especially in the United States, ethics in one form
is often included in the university curriculum
 There is a flood of publications on applied ethics
that was unthinkable a few decades ago
 In recent decades, it is not uncommon for ethicists
to be asked to study issues with moral
implications

3. Objective of Studying Ethics

The ultimate goal in studying ethics is not as in other

investigations, the attainment of theoretical knowledge; we do not
undertake this investigation to know what virtue is, but to become
good, otherwise there will be no gain in studying it. Ethics is a lot
like air: it's almost invisible. In fact, for centuries, people were not
aware that a substance like air existed. Likewise, we often fail to
acknowledge the existence of ethics or morality until someone
fails to heed them. The term ethics has several meanings. It is
often used to refer to a set of standards of right and wrong that are
set by a particular group and imposed on members of that group
as a means of regulating and setting limits on their behavior. The
use of the word ethics reflects its etymology, which comes from
the Greek word ethos, which means "custom or cultural custom".
The word moral comes from the Latin word moralist, which also
means “custom.” Although some philosophers distinguish
between the terms of ethics and morals, others, including the
authors of this text, use the two terms interchangeably. The
identification of ethics and morality with cultural norms or
customs reflects the fact that most adults tend to identify morality
 with cultural customs. Philosophical ethics, also known as moral
philosophy, goes beyond this limited concept of right and wrong.
Ethics, as a philosophical discipline, includes the study of the
values and guidelines by which we live and the justification for
these values and guidelines. Rather than simply accepting the
customs or guidelines used by one particular group or culture,
philosophical ethics analyzes and evaluates these guidelines based
on universally accepted principles and concerns. More
importantly, ethics is a way of life. In this sense, ethics involves
active involvement in the pursuit of the good life—a life that is
consistent with a coherent set of moral values. According to
Aristotle, one of the foremost Western moral philosophers, the
pursuit of the good life is our most important activity as human
beings. Indeed, research has found that even criminals believe
morality is important—at least for other people. Even though
criminals may not always act on their moral beliefs, they still
expect others to do so. Almost all criminals, when asked, stated
that they did not want their children to commit immoral acts and
would be angry if one of their children committed a crime.

4. Roles of Ethics in Education

Ethics in education is a very broad term that provides students

with learning experiences that are beneficial for them to grow
ethically. It can be considered as a means of expanding ethical
awareness and understanding the motivations to behave and act
ethically around the world. In education, there are four ethical
principles such as:

Honesty: Honesty means being trustworthy, loyal, honest, sincere, fair

etc. which is a very important trait to have in education. Strong bonds
between teachers and students in schools always come from mutual
trust and respect. However, it is seen that in today's world students and
academics only pursue academics, values etc. and most of them have
forgotten the importance of values and morals in educational settings.
But success does not only come from academics but also, we must
have morality to complement our knowledge. They one of the
important individual assets that one should always have. So, in the
education system students must be given knowledge accompanied by
morals and ethics and they must guide them properly from childhood to
develop honesty among them.
Confidentiality: Confidentiality means not disclosing or disclosing
one's commitments or information to unauthorized persons and this is
also a very important ethic in education. When a student faces any
stress, crisis or challenge, they seek help from a student affair
professional and it is their responsibility to maintain confidentiality
about them.

Conflict of interest: A conflict of interest can occur when a person's

best and most preferred interests are not similar or do not coincide with
the best interests of another individual or organization to which the
individual has loyalty. Therefore, in the school environment, students'
personal interests must be prioritized and are the great responsibility of
teachers.

Responsibility: Responsibility is also a very vital and important ethics

in education among all other ethics. It is the responsibility of students
to show proper respect and courtesy to their teachers as well as other
classmates in the school and teachers should take strong initiative in
teaching students about their responsibilities.

5. The Importance of Professional Ethics for Teacher

A professional code of ethics is a guiding principle that aims to

encourage professionals to do work with dedication, honesty, sincerity,
commitment, etc. with integrity. It deals with the principles and values
that a professional must apply to make the workplace environment
creative and conductive. Professional skills and knowledge are the key
elements that every professional must possess in order to achieve or
acquire to perform their services with proper determination and
commitment. It is purposively designed for teachers to protect the
rights of students and ethics is very important for teachers to
understand the ethics and values of their work before entering the
teaching profession.

Schools are said to be miniature societies and formal

institutions that provide education to students. Teaching and teachers
are the two main keys of this society without which the educational
process cannot function properly. So, a teacher should always know
about his great responsibility and understand his profession.
Professional code of ethics has an important meaning in this regard. So,
the absence of this professional ethics in teachers can affect student
development. According to Benninga (2003), teachers must focus on
providing the right path and guiding students to have good character,
behave well, and develop good attitudes within themselves. Some
important professional codes of ethics for teachers are as follows:
- A teacher should always be aware of his or her own roles and
responsibilities and should respect the privacy of other
members of their own school.
- They must have proper knowledge of student needs and a deep
vision to meet the needs, requirements and aspirations of
today's students.
- It must always respect spiritual and cultural values, diversity,
social justice, democracy, freedom and the environment.
- Teachers should show affection, care and love to students and
build good, pious and respectful relationships with students.
- Teachers must be honest, dedicated and reliable towards the
school and students.
- Teachers must maintain good and respectful relationships with
all school stakeholders. They should try to earn the trust of their
students, co-workers, parents, school management and society
as well.
- They should always keep them away from conflicts between
their professional work andpersonal work that can affect
students' perceptions of schools and teachers.

CONCLUSION

Education is considered a valuable asset of every human being.

This is the key to make all-round development among children and it is
the main duty of every teacher to provide quality teaching at all levels
of education to bring about optimal development among students.
students also need to learn about ethics, practice it in order to grow into
a unique person with high moral and ethical values. To be successful,
in this case a teacher must first acquire knowledge of the ethics of the
teaching profession. Teachers must show the same level of dignity to
their profession, institutions, students, colleagues and parents and they
must take the responsibilities of the teaching profession seriously and
carry out their duties effectively. Therefore, in the world of education,
the application of teaching ethics to students and professional ethics of
teachers is very important.
EXERCISES:

1. What is metaethics and how is it different from applied and

normative ethics?

2. What questions are meta-ethicists interested in?

3. Do you think some metaethical questions are more important

than others? If so, which one?

4. When developing a metaethical theory, how much influence

should it have on the way ordinary people think and speak?

5. Do you think metaethics can have an impact on normative or

applied ethics?

6. Whatare the benefits of studying metaethics?

 MEANING OF MORAL
Objectives:

1. To explain concept of moral

2. To analyze the aspects of moral and ways in implementing it
3. To explain the goals of moral education

1. Definition of Moral

The term "moral" is derived from the Latin "mores," which is

derived from the jama' word "mos," which meaning "custom." In
Indonesian, the word moral is translated as "morality." A civilized
society's behavior is said to as moral. Morality is derived from the
Latin adjective moralis, which has the same meaning as morals but
with a more abstract tone. Because the words morality and morality
have the same meaning, the emphasis is more on the application of
morality due to its abstract character.

According to Merriam Webster, moral is "expressing or

teaching an idea of right behavior". Besides that, Urban (2017)
explained that morality allows and needs people to see themselves as
bearers of certain identities and actors in diverse interactions that are
determined by certain values. People grow to understand each other
in this way, and to express these understandings through
accountability practices, in which they assign, accept, or deflect
responsibility for various tasks. In short, moral education is one of the
most important aspects of maintaining a student's attitude or behavior
as a teenager, because moral education has a practical function in the
adult world. Young people are brought up in the interests of the adult
world, frequently rather openly.

Moral is an absolute value in social life as a whole. An

assessment of morals is measured from the culture of the local
community. Moral is a person's actions / behavior / words in
interacting with humans. acceptable and pleasing to the community
environment, then the person is considered to have good morals, and
vice versa. Moral is a product of culture and religion. Moral can also
be interpreted as an attitude, behavior, action, behavior that someone
does when trying to do something based on experience, interpretation,
conscience, and advice, etc.
2. Moral Act

A human act. One is done with knowledge and free will. It is

called a moral act because it is always morally good or bad.
Therefore, every consciously intentional act is a moral act.Moral
action is a complex association of thinking and acting. One can think
morally without doing anything. A person can act in a way that is
then judged to be moral without thinking about it. In this chapter we
will consider the interactions of thinking and acting that constitute
intentional moral action. Modern physics recognizes that light can be
thought of as either a wave or a particle. Different conditions at the
start of the experiment can make visible light one way or another.
Somewhat analogously, moral action can be viewed in a number of
different ways. These are not mutually exclusive but give a distinct
appearance which gives us additional information. We'll start with a
very modern concept. Rest suggests that moral action can be thought
of as having four components:
1. Moral sensitivity: the ability to recognize a problem as
something that has a moral dimension. If you don't see a situation
as a moral issue, you won't try to think about it morally. For
example, where a person lives determines, to an astonishing
degree, what kind of education is available. If one views this as
merely an example of how society is built, and does not realize
that this is a matter of justice for minors, that would not seem
immoral.
2. Moral judgment:the process of looking at the situation,
gathering all available information about it, and making
judgments.
3. Moral discrimination:the ability to rank the importance of
moral judgments against other claims. A doctor who works for a
for-profit medical company owns a large stake in that company.
He is capable of making sound medical decisions and treatment
plans for his patients, but if this is likely to cost the company a lot
of money, he will not recommend them but prefer cheaper,
usually fewer effective treatments. She describes herself as a
"corporate whore;" very insightful commentary.
4. Moral courage:the ability to make moral decisions in the face
of opposition. Moral courage requires stamina, endurance,
perseverance, and perseverance. It is the ability to withstand
resistance to do the right thing. A university president one of us
worked for lacked moral courage. He is able to make excellent
 moral judgments, because he can choose that this has priority over
competing interests. But he withered under the pressure.

3. Aspects of Moral

There are 10 aspects of moral, namely:

1. Honesty

Honesty is a part of individually morals. In honesty, it is a

behavior that considers something good for every student.
Students who have an attitude of honesty can be seen from
their good actions and telling the truth to their interlocutor.
Students who have an honest character are the focus of the
curriculum to be developed into civilized students and have
good morals.

2. Discipline

One of the moral characters that need to be developed is

discipline. The value of the character of discipline is very
important for humans to have so that other good character
values emerge. The importance of strengthening the character
of discipline is based on the reason that there are now many
deviant behaviors that are contrary to disciplinary norms.
Undisciplined behavior is often encountered in the school
environment, including elementary schools. Examples of
undisciplined behavior include not coming to school on time,
not wearing a complete uniform as stated in the school rules,
sitting or walking arbitrarily stepping on plants that clearly
have the words “no stepping on plants” installed, throwing
littering, scribbling on school walls, truancy, collecting
assignments not on time, not wearing uniforms according to
the rules, and so on.

The occurrence of undisciplined behavior in schools shows

that there have been serious problems in terms of disciplinary
character education. The emergence of undisciplined behavior
shows that the knowledge related to the character obtained by
students at school does not have a positive impact on changes
in students' daily behavior. Basically, students know that their
behavior is not right, but they do not have the ability to get
 used to avoiding the wrong behavior. This is in the process of
character education that occurs. It could be that the character
education that has been carried out so far has only been at the
knowledge stage, has not yet reached the feelings and
behavior of character. The learning process teaches students
more verbalistic knowledge which does not prepare students
to be able to face the social life they will encounter.

3. Responsibility

Responsibility is an action that is carried out consciously and

knows the consequences of its actions. In this case, the
perpetrator "the principle of alternate possibilities" is the
principle which states that someone is morally responsible for
the actions that have been taken, if someone can actually act
with other alternatives. Students in schools have
responsibilities, including doing school assignments, taking
exams and passing exams, students following school
regulations and students behaving well towards the school
environment both to friends and teachers. This responsibility
allows students to develop a personality that is more towards
being someone who can determine the good things in the
students themselves.

4. Care

Caring is one part of moral development where students are

sensitive to their environment and pay attention to appropriate
behavior such as caring students to help friends in trouble,
following school and class regulations or others. In essence,
the caring attitude of students developed in the curriculum
allows students to become good social characters.

5. Polite

Politeness is a form of behavioral norms in everyday life. A

person's behavior can be observed and explained as a form of
response to various kinds of stimulus experiences that have
been experienced. So, behavior is part of character which is
nothing but a mirror of one's personality and is seen by others
both in actions and interactions with the environment. Student
behavior includes moral, diverse attitudes, social, emotional,
 discipline, and self-concept. Polite is a good habit and the
environment agrees with it. Polite can be interpreted as a norm
or a form of very respectful attitude. Politeness is also part of
ethics and is more general than moral. Ethics is used to
analyze a value while morals are used to judge whether an
action is good or bad. It can be seen that students' politeness
can be seen from their speech and behavior towards others.

6. Mutual Cooperation

Mutual cooperation is a form of community group

cooperation to achieve positive results without thinking about
and prioritizing profit for one individual or group, but for
mutual happiness. This culture has good moral values in
society, especially in groups of students at school.

7. Teamwork

Teamwork is important for human life, because with

cooperation humans can carry out their lives. Teamwork also
demands interaction between several parties. Cooperation is a
joint effort between individuals or groups to achieve certain
goals. This opinion clearly states that cooperation is a form of
relationship between several parties who interact with each
other to achieve common goals. Based on some of the
opinions above, it can be concluded that student cooperation
can be interpreted as an interaction or relationship between
students and students and students and teachers to achieve
learning objectives. The relationship in question is a dynamic
relationship, namely, a relationship that respects, cares for
each other, helps each other, and provides mutual
encouragement so that learning objectives are achieved. The
learning objectives include changes in behavior, increasing
understanding, and absorption of knowledge.

8. Peace

Peace is a form of harmonious interaction between individuals

and heterogeneous groups or individuals. Peace is part of the
moral form of students because with peace in the classroom,
they can develop knowledge, behavior and relationships with
each other. Not only that, peace is a moral component that
 develops the harmony of student learning activities with
others.

9. Responsive

Responsive is part of the form of morals and values because

students become individuals who are willing to listen and act
quickly. This can be seen in the character of students who
listen to teacher explanations, who answer teacher questions
and are active in class and help classmates.

10. Proactive

Proactive attitude is the attitude (stimulus) of someone who is

able to make choices when stimulated. Proactive people can
pause between the arrival of a stimulus and the decision to
respond. During breaks, proactive people can make choices
and make the answers that work best for them. Proactive
students tend to think before they act. Simply put, students are
able to choose a response or responses. Proactive attitude is
often associated with everyday life, where students have
responsibility for themselves in making profitable decisions.

4. Goals of Moral Education

Maritain stated 4 goals of moral education as follows:

a. Gain a better grasp of "moral" perspectives or moral methods of

thinking about acts and making decisions about what should be
done, such as the differences between aesthetic, legality, and
wisdom perspectives.
b. Assisting in the development of trust or adoption of one or
more fundamental general principles, ideas, or values as a
foundation or basis for moral considerations in decision-
making. As in conventional moral education, aid in the
development of belief in and/or adoption of concrete standards,
values, and virtues.
c. Develop a proclivity to do what is morally right and good.
d. Enhance the attainment of autonomy reflection, self-control, or
spiritual mental freedom, despite the fact that it is recognized
that this might lead to a person becoming a critic of present
concepts and principles, as well as general norms.
CONCLUSION

The term "moral" is derived from the Latin "mores," which is

derived from the jama' word "mos," which meaning "custom." In
Indonesian, the word moral is translated as "morality." A civilized
society's behavior is said to as moral. Morality is derived from the
Latin adjective moralis, which has the same meaning as morals but
with a more abstract tone. Because the words morality and morality
have the same meaning, the emphasis is more on the application of
morality due to its abstract character. Moral action is a complex
association of thinking and acting. One can think morally without
doing anything. A person can act in a way that is then judged to be
moral without thinking about it. Based on syllabus, there are 10
aspects of moral namely, honest, discipline, responsibility, care,
polite, mutual cooperation, teamwork, peace, responsive and
proactive. On the other side, goals of moral education are gain a
better grasp of "moral" perspectives or moral methods of thinking
about acts and making decisions about what should be done, such as
the differences between aesthetic, legality, and wisdom
perspectives, assisting in the development of trust or adoption of
one or more fundamental general principles, ideas, or values as a
foundation or basis for moral considerations in decision-making. As
in conventional moral education, aid in the development of belief in
and/or adoption of concrete standards, values, and virtues, develop a
proclivity to do what is morally right and good. And enhance the
attainment of autonomy reflection, self-control, or spiritual mental
freedom, despite the fact that it is recognized that this might lead to
a person becoming a critic of present concepts and principles, as
well as general norms.

EXERCISES:

1. How do you increase your students’ moral during teaching and

learning process?

2. How do you distinguish each aspect of value specifically?

3. What ways in knowing that one’s have good moral?

4. Do you think moral and value are different or related to each

other? Explain your point!
5. Have you ever found someone immoral in public place e.g.,
school, course, etc.? What is your opinion about it? How do you
handle the situation?
 MEANING OF VALUE
Objectives:

1. To explain concept of value

2. To explain types of value
3. To explain the importance of value

1. Definition of Value

Value in its Latin (valere) and old French (valior) contexts, the
root or origin signifies "value, price, valuation," or the things that are
valuable or beneficial to humans. The term "value" refers to something
that we value, esteem, and regard highly depending on a set of criteria.
In other words, value is the price that corresponds to a thing's intrinsic
worth. As a result, you may place a high value on your dedicated pet,
your favorite jacket, or a treasured friendship, all based on different
criteria that determine and define their value to you.It refers to the price
or value assigned to an object (as good, evil, beautiful, or
desirable).Any kind of object, thing, condition, action, or behavior can
be considered an object. Value can only be contemplated,
comprehended, and felt. Ideals, hopes, beliefs, and things are all related
with values. It's worth noting that this concept encompasses both
negative and positive aspects of values.

Furthermore, value as a point of reference and conviction in

making a decision. Although particular features such as norms, beliefs,
way, purpose, nature, and value traits are not articulated directly and
clearly, he believes that this definition can embody the concepts
described above.Williams expressed values are employed as standards
or criteria to influence not only behavior, but also judgment, decision,
attitude, evaluation, rationalization, argument, and causal attribution.It
is clear from the preceding definitions of values that there are a set of
characteristics that can aid in the technical identification of values, and
these characteristics can be summarized as follows:
1. In a situation where there are many options, values are
regulated and decided by what is desirable and preferred.
2. In human conduct, we use a values scale, level, or norm to
identify what is undesirable or desirable.
3. Values assist the individual in judging specific
manifestations of experience favorably or adversely in light
of the individual's evaluation process. The expression of
 these characteristics is made in light of a variety of options
for the individual who defines the values.
4. Value varies from one person to the next depending on how
they are obligated to this value in different conditions.
5. The individual's values pertain to what he finds significant in
life relationships based on all of his experiences.
6. Values are strongly linked to human behaviors in various
contexts, allowing the individual's values to be detected by
his words or actions in every setting.
7. Values are divisive topics among individuals and
communities because individuals frequently face situations
in which they must choose between various options; as a
result, the decision must be founded on specific values.

2. Types of Value

Values are divided in a variety of ways. These types differ

based on the perspectives of philosophers, sociologists, and
educators.
Spranger's classification was featured in "The Patterns of
People," where he considered the potential of classifying values
into six types.
1. Theoretical values: This refers to an individual's genuine
desire to learn information. This value reflects the
scientist's or philosopher's pattern.
2. Economic values: It examines how individuals' interests
are represented in the behavior of businesspeople in a
constructive and useful way.
3. Aesthetic values: It reflects people's preferences.
4. Social values: It shows people's love, compassion, and
respect for one another, as well as what it means to be a
good person.
5. Political values: It displays an individual's desire for
power and control over others.
6. Religious values: It seeks to comprehend the universe
and man's genesis.

Value is separated into three categories: material value, vital

value, and spiritual worth.
1. Material values, which encompass a wide range of
ideas about everything that is valuable to human
 bodily elements, such as being useful to those who
are hungry or thirsty.
2. Vital values are many notions linked with
everything that is useful to people in performing
various activities, such as a pen is useful for
someone who is writing, but pillows and other items
are good for someone who is sleeping.
3. Spiritual values, which encompass a wide range of
viewpoints on everything linked to human spiritual
needs. There are four categories of spiritual values:
a. The value of truth/reality, which is founded on
human thinking (ratio, mind, or idea).
b. The aesthetic value of beauty, which is founded
on the aspect of human experience
(emotion/sense).
c. The importance of goodness or moral ideals,
which are based on the aspect of human will
(will, intention or desire).
d. Religious value, which derives from human
religious belief/faith the highest spiritual and
absolute values.

Phoenix's classification (as quoted in Al-Jallad, 2010, p. 80)

as following:
1. Material values: It is beneficial to man's physical
existence.
2. Social values: It aids in the fulfillment of social
needs.
3. Mental values: It aids in the recognition of the truth.
4. Moral values: They provide a sense of accountability.
5. Aesthetic values: It represents an individual's
aesthetic interest.
6. Spiritual or religious values: These values convey
people's feelings about the infinite.

3. The Importance of Value

Individuals and cultures differ significantly based on their

values. They bring a sense of life to the lives of individuals and
communities. Individuals and communities alike strive to attain
their good values. The significance of values is obvious in
maintaining society's cohesion and defining life goals and the
best manners. All communities are sustained by their values,
which safeguard them against selfishness and inconsistencies.
They help people of the society work together to accomplish
their civilization by fostering the components of the society's
culture to become more convenient.

According to Al-Jallad (2010, p. 57), the importance of values

for the individual may be seen in the following main issues:
1. A person's values determine his or her life path and
behaviors. They symbolize a barrier that protects man
from psychological, physical, and social deviance.
Without this barrier, humans become slaves to their
impulses, which may lead to extinction.
2. Values give a human being with life energies and keep
him away from negative experiences, as active and
successful people have different values in life. They feel
that values like courage, loyalty, strength, honesty, and
insistence have contributed to their success. The
incompetents' ideals convey feelings of powerlessness,
desperation, frustration, and pessimism.
3. Virtue values improve human potential actors and
promote pleasant interactions with a variety of life
situations. Someone moves from success to success,
developing confidence and convincing people to trust
him based on his good behavior. Such a circumstance
makes him or her happy. Negative values, on the other
hand, control the human, who develops infirmity and
weakness, and so deteriorates in his state. He loses faith
in himself and begins to moan, oblivious to the fact that
he is the cause of his own failure.
4. Values change a person's psychological and moral
makeup and point him or her in the direction of
goodness.
5. Values allow an individual to express himself or herself
and showcase his or her abilities.

The relevance of values for society is presented in the following

essential aspects (Al-Jalad):
1. Values are essential for a community's survival. It
indicates that communities have persisted due of their
values, which serve as the foundations and behavior
 redirectors for the advancement and civilization of
society.
2. Community identity and distinctiveness are protected
through values. Values are the foundation of societal
culture because they are the most visible manifestation
of this culture that reflects the patterns of human
conduct. Because values exist in all facets of life, the
community's identity is developed in accordance with
the social system's value.
3. Values act as fortresses for the community, protecting it
from the manifestations of corrupt behavior so that the
society's values become strong.
4. Values instruct society members how to achieve the life
goals for which they were created. Because they are
used as criteria for measuring labor and evaluating
behavior, it provides society members with a feeling of
life and a purpose that binds them together to live.
5. Values bind components of the community culture
together to make it appear coherent, as they provide a
rational foundation for the society's members.

As the humanitarian community is governed by a system,

values are vital in the lives of nations and peoples. It
determines the character of its members' relationships with
one another in numerous aspects of life. Ideals also
distinguish communities from other civilizations because
they represent particular values that communities strive to
instill in their members and spread to other communities.

4. Value in Teaching

Values are integrated into every part of teaching,

including the curriculum, the school atmosphere, and the moral
example set by teachers. Working with values is an important
aspect of the teaching process. Learning how values are
ingrained in education is necessary for preparing students to
become teachers. In line with this, it means that the teacher as a
moral agent in their depiction. Redefining the teacher-student
connection, analyzing students' personal ideas and philosophies,
recontextualizing course methodologies and material
understanding, and assuring authentic field experience and
student activities are among the items on the list.
 Values are the ideological core of education. Values can
be taught explicitly, and they are always present in everyday
instruction. When teachers reflect on their educational practice,
these latent ideals can sometimes become conscious. However,
in most cases, values remain hidden and continue to work and
impact students' identity formation. In short, moral values will
assist pupils in becoming good human beings capable of
virtuous acts while being strong/tough in the face of numerous
current challenges.
In conclusion, a teacher, as a prominent figure in the
field of education with all of the necessary professional skills,
must be able to directly participate in educational research. It's
also worth noting that a person's ability to deal with
ethical/moral values does not develop overnight. The ability to
think and behave morally grows in phases, just as physical
development does. As a result, ethics and morality must be
taught at all levels of education. Given the importance of moral
values in human growth, education cannot ignore them.

CONCLUSION

Value in its Latin (valere) and old French (valior) contexts, the
root or origin signifies "value, price, valuation," or the things that are
valuable or beneficial to humans. The term "value" refers to
something that we value, esteem, and regard highly depending on a
set of criteria. The significance of values is obvious in maintaining
society's cohesion and defining life goals and the best manners. All
communities are sustained by their values, which safeguard them
against selfishness and inconsistencies. They help people of the
society work together to accomplish their civilization by fostering the
components of the society's culture to become more convenient.
values improve human potential actors and promote pleasant
interactions with a variety of life situations. Someone moves from
success to success, developing confidence and convincing people to
trust him based on his good behavior. Such a circumstance makes
him or her happy. Negative values, on the other hand, control the
human, who develops infirmity and weakness, and so deteriorates in
his state. He loses faith in himself and begins to moan, oblivious to
the fact that he is the cause of his own failure.Values are integrated
into every part of teaching, including the curriculum, the school
atmosphere, and the moral example set by teachers. Working with
values is an important aspect of the teaching process.
EXERCISES:

1. How do you distinguish each type of values according to

some experts?

2. How do teachers improve students’ value in teaching

language nowadays?

3. In this era, the youths’ values are decreased, what factors

cause it?

4. How to solve the case (if you find your students are naughty
even though you already warned and punished them)?

5. Do you think curriculum ‘’MERDEKA’’ focus on students’

value? Elaborate your idea!
 REFERENCES

Al-Jallad, M. Z. 2010. Learning and Teaching Values, Amman: Dar Al-

MaseerahPublishing Co.

Al.Qomoul, M. D. S. 2015. The Islamic values implemented in the

English languagesyllabuses for the first three grades in Jordan.
European Journal of Language,Linguistics and Literature, 3(1).
pp. 15–29, retrieved on December 19th, 2015
fromhttp://www.journalsgate.com/paper/The%20islamic
%20values%20implemented%20in%20the%20english
%20language%20syllabuses%20for%20the%20first%20three
%20grades%20in%20Jordan2.pdf.

Bertens, K. 2004. Etika. Jakarta: PT Gramedia Pustaka Utama.

Gecas, V. 2008. The Ebb and Flow of Sociological Interest in Values.

SociologicalForum. 23:2, 344-350

https://id.wikipedia.org/wiki/Meta-etika

Johnson, L. & Phillips, B., 2003. Absolute Honesty. New York:

American Management Association.

Mergler, A. 2008. Making the Implicit Explicit: Value and Moral in

Queensland TeacherEducation. Australian Journal of Teacher
Education, 33 (4).

Mulyana, R. 2004. Mengartikulasikan Pendidikan Nilai. Bandung:

Alfabeta.

Nieuwenhuis, J. 2007. Growing Human Rights and Values in Education.

Pretoria: VanSchaik

Palimbong, Anthonius. 2012. Education of Value as Teacher Attempts to

Build BasicSkill of Citizens. In Indonesian Journal of Science
Education. Volume.2 No.1.

Pantley, Elizabeth. 2007. The No-Cry Discipline Solution. United State

of America: McGraw-Hill
Sequeira, A., 2018. Introduction to Concepts of Teaching and
Learning. pp. 1-6.

Sjarkawi. 2008. PembentukanKepribadian Anak (Peran Moral,

Intelektual, Emosional Dan Sosial
SebagaiWujudIntegritasMembangun Jati Diri). Jakarta: PT.
Bumi Aksara.

Talts, Leida. 2012. Design for Learning and Teaching in the Context of
Value Education.in Journal Procedia Social and Behaviour
Science 45 (2012). pp.75–83.doi:10.1016.j.sbspro.2012.06544.

Urban Walker, Margaret. 2007. Moral Understanding a Feminist Study

in Ethics. New York: Oxford University Press

Webster, Meriam. 2018.

https://www.merriam-webster.com/dictionary/moral.
 CHAPTER 2
MORAL, ETHICS AND CITIZENSHIP IN
CONTEMPORARY TEACHING
Objectives:
1.

Exercises

1.
 CHAPTER 3
PROFESSIONS, PROFESSIONALISM AND
PROFESSIONAL ETHICS
Objectives:

2. Analysethe differences profession, professionalism and

professional ethics
3. Explain the characteristics of profession itself
4. Analyse the differences between professional and non-
professional
5. Analyse the ways to work more professional

1. PROFESSION

Profession is structured group of people who uphold ethical

standards, present themselves as, and are accepted by the public
as possessing special knowledge and skills in a widely
acknowledged body of learning derived from research, education,
and training at a high level, and who are ready to apply this
knowledge and exercise these skills in the interest of
others.Moreover, according to Freidson (1986), professions are a
specific occupational category that require a thorough education
and a concentration on offering some sort of contribution to
society (Russell, 1961; Vigilante, 1974; Grayling, 24 2004). A
profession is described as "a calling requiring specialized
knowledge and frequently long and intensive academic
preparation" in the Merriam-Webster Medical Dictionary. This
definition emphasizes the educational and epistemic components
of professionalism. The concept of the professional identity must
be taken into consideration in addition to the professional's
credentials when defining "the professional," particularly from a
psychological standpoint. A moral code, for instance, is the
foundation of professional, according to Lewis and Maude
(1953). (p. 64). Being a "professional" is typically linked to
having a high social standing. This position is based on whether
 or not an individual believes that their career serves the greater
benefit of society and is, in varied degrees, essential to the smooth
operation of society. According to ideology, the concept of "being
professional" is comprised of two components: professional
competence (the ability to use the information and abilities
connected with a job effectively) and professional care (working
with the patient's best interests in mind) (e.g., Sethuruman, 2006).

Characteristics of Profession:

a) Enormous responsibility

Professionals are trusted with serious responsibilities and

obligations because they deal with issues that are extremely
important to their clients. Professional work frequently entails
situations when negligence, a lack of skill, or a violation of ethics
would greatly harm the client and/or his fortunes because of these
inherent obligations.

b) Accountability

Professionals believe that they are ultimately responsible for the

calibre of the work they provide for the client. It is possible or
unlikely that the profession has put in place procedures to
encourage and guarantee adherence to this rule among its
members. If not, the specific professional will (for instance,
through guarantees and/or contractual clauses).

c) Based on specialist knowledge and theory

Professionals provide specialized services based on theory,

knowledge, and abilities that are typically unique to their field and
typically beyond the comprehension and/or competence of
individuals outside the profession. This expertise may
occasionally include access to the tools and technologies required
for the job.

d) Preparation for institutions

Before applicants are recognized as professionals, professions

often require a large amount of hands-on, practical experience in
the safe company of senior members. Following this temporary
 term, continuing education for professional development is
required. Formal credentials and/or other entry requirements may
or may not be necessary for a particular profession.

e) Autonomy

Professionals are ultimately responsible for and in charge of their

own work. The terms, procedures, and conditions of the job to be
done for clients are typically defined by professionals (either
directly or as preconditions for their ongoing agency
employment).

f) Clients as opposed to customers

Instead of just accepting any interested participant as a customer,

members of a profession use discrimination when selecting clients
(as merchants do).

g) Direct functioning connections

Professionals frequently work with their clients directly rather

than through agents or middlemen.

h) Ethical limitations

There is an obvious need for ethical limits in the professions

given the other features on this list. A code of behaviour or ethics
unique to the particular field is required of professionals (and
sometimes the individual). Professionals strive to uphold a broad
set of basic values that are centred on an unwavering and conflict-
free concern for the benefit and best interests of the client.

i) Merit-based

Members of a profession are hired and successful on the basis of

their abilities and the corresponding voluntary relationships rather
than on the basis of corrupted ideals like social principle, required
assistance, or blackmail. A professional must therefore draw
customers and make money as a result of the quality of his work.
Issues of accountability, responsibility, and ethical restraints
become meaningless in the absence of this trait, negating any
other professional traits.
j) Morality

Without a moral basis derived from the acknowledgement of the

unique right of the individual to his or her own life, along with all
of its inherent and prospective sovereign value, it is irrational to
maintain the duties involved in the practice of a profession.

2. PROFESSIONALISM

The latin word ''profess'' serves as the etymological foundation for

the words profession and professor. Being a professional or a
professor required one to claim to be an authority in a certain
subject or area of expertise (Baggini, 2005). Hoyle asserts that
professionalism has more to do with raising service quality than it
does with elevating one's standing (Hoyle, 2001). Another
definition of professionalism is that it is a multi-dimensional
structure made up of a person's attitudes and behaviours toward
his or her work and relates to the attainment of high-level
standards (Boyt, Lusch and Naylor, 2001).

Professionalism is described as "a vocation requiring specialized

knowledge and frequently long and intensive academic
preparation" in the Merriam-Webster dictionary. Professionalism
is defined as "the conduct, aims, or qualities that characterize or
mark a profession or a professional person’’. Based on these
definitions, professionalism includes a variety of diverse qualities
that collectively serve to distinguish and characterize a
professional.

Being professional implies acting morally and taking on and

carrying out your legitimate responsibilities in each and every
circumstance, without fail. To be a little more specific, one could
say that it involves, at least in part, conducting your affairs in a
way that inspires confidence and trust in every facet of your
business. It entails possessing the necessary skills to merit the
trust others have in you. It entails having already taken the proper
decisions to attract the right kind of client and work in favourable
conditions as opposed to continuously making the best of
unfavourable situations and accepting whatever is thrown your
way, regardless of its quality.The ability to take responsibility for
 any situation is maybe the most important aspect of
professionalism.

3. PROFESSIONAL ETHIC

A professional belongs to a profession. Professionals are bound

by codes of ethics and pledge allegiance to their fields of
expertise as well as competence, morality and honesty, altruism,
and the advancement of the common good. Professionals have
obligations to society and the clients they serve. A labourer, a
hobbyist, or an enthusiast without formal schooling are not
considered professionals because they do not earn a living from
their expertise. Still today, sports and other industries employ this
meaning. A "Professional" has a larger definition in the
Professions, usually involving some sort of moral or ethical
grounding within the exercise of a particular and often
acknowledged specialty.

a. Significant Differences Between Professionals and Non

– Professionals

 Professionals make conscious decisions in contrast

to others who are either forced to make decisions
or who merely react to their environment.
 A professional is given the luxury of careful
decision-making due of his meticulous planning.
 Because of their knowledge of and acquaintance
with the pertinent (professional) terrain, a
professional is able to make purposeful
preparations. Like the master of chess, he is also
trained to comprehend the inevitable outcomes of
countless patterns; he has educated himself to
watch the entire board rather than simply the
elements that are most obvious or the region where
the game is most tense.
 Professionals are rarely unbalanced. A professional
can easily infer the proper method, strategy, or
procedure for ethically and successfully addressing
situations even when something unexpected or
 unusual is introduced thanks to the discipline of
careful preparation and the understanding that
comes with it.
 A professional consistently makes the proper
decisions in this capacity since all of his decisions
are founded on the integrity offered by his moral
and ethical foundation. Anyone may quickly
realize that choosing expediency over ethics was
the incorrect move. Here, the expert merely
acknowledges the obvious, chooses wisely, and
takes active action.

b. Tips to work more professional:

Develop expertise: don't let your abilities and knowledge

lapse. Make a commitment to developing your industry
knowledge and staying current.
Increasing your emotional quotient: professionals are
able to discern other people's emotional requirements.
Because they know how to actively listen and notice what
is going on, they can provide clients and co-workers with
what they need.Therefore, put your attention on enhancing
your emotional intelligence if you want to increase your
professionalism.
Keep promises: keep every commitment you make to
your boss, co-workers, or clients. Inform your supervisor,
team, or client as soon as it seems reasonable to do so if it
appears that you won't be able to meet a deadline. Do your
best to avoid being in this circumstance, though!Instead of
offering justifications, concentrate on doing your best to
meet demands and put things right.
Be courteous: no matter what their position is or how
you're feeling, treat everyone you come into contact with
kindness, politeness, and excellent manners. Although it
may seem insignificant, this has a big influence.

4. Approaches for Addressing Teachers' Professional Ethics

One detects a lack of uniformity in the use of fundamental

concepts, such as "value" or "virtue," while reading topic material
on teachers' professional ethics. For instance, whereas some
writers view hope as a virtue, others refer to it as a value. From
 one theoretical viewpoint to another, there are significant
differences in how worth or virtue is understood. I will thus
discuss five main ethical stances, concentrating on those that
seem to have a stronger theoretical foundation and that are
particularly pertinent to the study of teachers' ethics. The
following major viewpoints will be taken into consideration: a)
deontological - ethics of duty; b) consequentialist - ethics based
on results; c) areological - ethics of virtue; d) axiological - ethics
of value; and e) personalistic - ethics of the individual.

a) Deontological perspective - obligation ethics

Deontological thinking adheres to Kant's categorical

imperative: "Accomplish only that maxim by which you can
simultaneously wish that it become a universal law without
contradiction". It therefore depends on observing laws, values, and
agreements. Instead of focusing on people, it emphasizes activities. It
can more easily be expressed in the codes of ethics or conduct
because it is more in line with the idea of teaching as a profession.
These regulations may apply to grading, punishment for cheating, or
instances of plagiarism, to name a few specific examples. However,
as most academics in the field concur, written codes cannot
encompass the complete richness of the moral world. It is definitely
insufficient for a teacher to have a neutral and impartial attitude
toward their students. At least, this is how academics who practice
virtue ethics evaluate teachers' deontology.

b) A consequentialist approach - result based ethics

According to consequentialist ethical theories, a decision's

moral worth is based on how it turns out. They are frequently
reflected in the benefit maximization concept, which holds that the
optimum course of action is the one that benefits the greatest number
of people. The application of this idea to education would be that the
best predictors of excellent instructors and excellent institutions are
student outcomes. On the one hand, it is difficult to contest that this is
a reasonable claim. 'By their fruits you will know them,' after all. On
the other hand, it appears that the entire educational system is fixated
on the outcomes, operationalized in terms of either exam achievement
or the careers of alumni.

c) Aretological approach – ethics of virtue

 David Carr, a British philosopher of education, represents a
theoretical form of virtue ethics in the area of teacher ethics. He
adopts George Sher's expansive view of virtue as a desirable quality
in a person. In line with Aristotle, he believes that phronesis, or
practical moral wisdom, rather than techne, or technical ability, forms
the basis of practical virtues. Being a good role model and exhibiting
virtues are fundamental to a teacher's ethics because character is so
important in this ethical system.
d) Axiological approach – ethics of value

Dietrich von Hildebrand (1943) presents the concept of

importance categories, which might stimulate our will and emotive
reaction. He defines three categories: value, which is important in and
of itself, subjective satisfaction, and objective benefit for the person.
The crucial part of personal development is linked with value-
response, going beyond oneself to the important-in-itself. This
movement could be described as a transentelechial movement by
Josef Seifert. Hildebrand emphasizes the importance of a
contemplative and reverent attitude toward reality as the condition of
value-response. Such dedication is especially important for
professions "working with items of high internal worth," such as
teachers. Teachers require unique interpersonal attitudes, as well as
regard for the truth, which has been "dethroned" by contemporary
culture.
When we apply the concept of values to the subject of teacher
ethics, we might think of them in Scheler's terms: positive moral
values experienced by the instructor have an appealing influence on
the student who can follow in his footsteps. Taking Karol Wojtya's
corrections to Scheler's emotionalism into account, and emphasizing
the role of conscious moral effort in emulating moral values, Philip
Jackson came to the following conclusion: "no attitude, interest, or
value can be taught except by a teacher who himself or herself
believes in, cares for, or cherishes whatever it is that he or she holds
out for emulation".

e) Personalistic approach – ethics of the person

Wojtyla (1991) introduces the concept of virtues in The

Acting Person, emphasizing their integrative function in enabling the
achievement of the human structure of self-governance and self-
possession. He asserts that psycho-emotive integration or character
development is a lifelong human activity. In the Encyclical
Laboremexercens, this broad ethical concept is made more particular
in respect to work: "As a person, man is thus the subject of labour."
As a person, he undertakes many work-related behaviors; regardless
of their objective substance, these actions must all contribute to
actualize his humanity, to fulfill the vocation to be a person that is his
by virtue of his mere humanity".

5. Benefit of Professional Ethics for Teachers

Students' growth will be impacted if teachers lack professional

ethics. Teachers should serve as students' leaders, motivation, and
role models. It is a fact that students, whether directly or
indirectly, imitate their teachers. The teacher should behave well
and have a positive outlook on their job and students. The main
responsibility of a teacher is to help students overcome the
obstacles that arise during their developmental process. To
promote kids' potential, teachers need to have a clear vision for
the future. In real-world settings, a lot of teachers deal with the
issue of adjustment in schools. There may be a variety of
contributing variables and causes, including interest, aptitude,
values, ethics, and discipline, which ultimately cause them to feel
uneasy at work or school. The teacher's professional ethics should
be first and foremost on the list of desirable traits. If they don't
comprehend and put it into practice, they could not be happy in
their jobs and it will also affect the performance of the pupils. We
require qualified teachers in order to successfully implement
character education. Teachers have a vital part in shaping
children's personalities. Teachers provide children with a
fundamental but necessary moral education. As a result, teachers
should focus on giving pupils with the right path and guidance in
order to develop well-behaved individuals and instill a positive
attitude in them (Benninga, 2003). As a result, before entering the
teaching profession, teachers must instill core professional ethics
and values in themselves. Some key professional codes of ethics
for teachers that will assist teachers in efficiently and effectively
educating children are as follows:

1. Teachers should be informed of their roles and responsibilities at

all times. He should actively bring enjoyment and satisfaction to
the institution and students. They should give pupils as many
opportunities to excel in various facets of growth as possible. In
 the teaching profession, active professionalism is necessary.
They cannot be inert or passive participants in the educational
process. That is their primary responsibility, and they are
expected to serve the school and pupils.
2. Teachers should have a clear vision of how they will meet the
learners' current needs, requirements, and goals. They must be
exact in their behaviors during the educational process to
accomplish this. They should plan tactics and properly
implement them. In order to meet the demands and requirements
of students, the instructor should demonstrate proper
professionalism.They must also acclimate to the school's
professional environment. They must set a professional example
in classrooms. They must work with the institution's management
and be nice with their co-workers. The school operates as part of
a system, and the teacher must recognize that each component of
the system is equally vital and has their own function to perform.
As a result, he or she should prioritize teamwork and respect for
all school members. This will automatically alter the school's
working environment.
3. As a professional teacher, he or she should respect spiritual and
cultural values, diversity, social justice, freedom, democracy, and
the environment. Teachers should encourage equality, emotional
and cognitive development, and preserve human dignity.
4. Teachers should be affectionate, kind, and loving toward their
students. Only then will they be able to develop a positive
relationship with students. If the teacher-student relationship is
strained, instruction becomes pointless. As a result, teachers
should communicate with care and affection so that they can
express their difficulties and concerns and provide corrective
answers. In practice, teachers must act wisely and with
professional judgment and empathy.
5. Teachers must be honest, dependable, and dedicated to their
schools and students. Such actions are characterized by integrity.
As a result, teachers should emphasize the importance of
implementing integrity in their professional commitments,
responsibilities, and actions. This will benefit the institution's and
students' overall development.
6. Teachers should emphasize the importance of developing
pleasant and respectful relationships with all school stakeholders.
Teachers should strive to gain the trust of their students/pupils,
colleagues, parents, school administration, and the general
 public. As a result, it will promote fairness, transparency, and
honesty.
7. Teachers shall respect the privacy of other members of their own
school and keep information gathered in the course of
professional practice discreet, unless a legal imperative mandates
disclosure or there is a valid concern for an individual's well-
being.
8. Teachers should avoid any conflict between their professional
duties and personal interests because it could have a negative
impact on their pupils/students. It has the potential to demoralize
pupils and negatively impact their opinion of school and
teachers.
9. Teachers should not be biased when imparting knowledge and
evaluating students' achievement in academic and co-curricular
activities. They must treat all students with dignity and respect,
regardless of caste, creed, gender, civil status, family status,
sexual orientation, religion, age, handicap, race, ethnicity, area,
community, or socioeconomic status. Following these equity
principles will stimulate and support pupils to excel in their
academics and extracurricular activities. It will increase kids'
morale and confidence. If teachers follow equality principles in
the educational process, inferiority complexes begin to diminish.

CONCLUSION

Being a "professional" is a personal decision, not "a professional

thing". It entails adhering to a professional image that encompasses all
aspects of self-presentation and goes beyond merely adhering to a code
of professional ethics. It is essential to act and conduct oneself
professionally.A code of ethics that governs each profession's actions is
inextricably linked to the definition of a profession. These codes impose
demands on behaviour and practice that go beyond a person's own moral
duties. In terms of the public services offered and interactions with other
professionals, they specify and demand high standards of conduct. The
community acknowledges and accepts these codes, which are frequently
upheld by the profession.

EXERCISES:

1. What do the terms "profession" and "professional ethics" mean to

you?
2. How is professionalism assessed?

3. Why do you believe that professions and professionals are so

crucial to society?

4. Can professionalism be defined by a certain code of conduct, a

certain personality, a certain way of carrying yourself? That is
the first part and that is how most of us know professionals to be.
Is professionalism about that?

5. It is about the profession itself. If professionalism is all about

being excellent, then the question is, ‘Being excellent in which
profession?’
 REFERENCES

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Carr, David, Steutel, Jan. 1999. Virtue Ethics and Moral Education,
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of Chicago Press.

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live. London: Phoenix.

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 CHAPTER4
TEACHING AND EDUCATION
Objectives:

1. Explain elements of art of teaching

2. Analyse the goals and benefits of arts of teaching

1. TEACHING

Teaching is a series of activities that take place away from the

students and are intended to aid in the learning process.
Instruction (teaching) occurs outside of the learner. Learners are
always learning. If you are not inspired by yourself, you cannot
motivate others. Although motivations cannot be seen,
behaviors can. Is wanting to learn a goal or a behavior?
Learning is an internal process whereas performance is an
outward outcome, but only behavior is visible.

The role of the teacher in teaching can often be divided into the
following categories:

• Traditional Role - Teacher Centered

• Contemporary Role - Facilitator (Student Centered)

In the current situation, the Traditional role has given way to

the Modern role. When the teacher draws on the student's prior
knowledge, learning is enhanced. Individuals learn at different
rates, though, and each learns differently. It could be necessary
to identify the slow learners and give them the teacher's
individualized attention. As a result, experiences have a
significant role in effective learning. Direct encounters
emphasize student involvement in issue solutions. Although it
is indirect experience, the teacher carefully planned and ordered
the information.

Opportunities and Challenges for the Teaching and Teacher

Education
 It's possible that other nations will have similar difficulties and
possibilities in relation to teacher preparation and the teaching
profession. Several elements that could be problematic for
teacher preparation programs and the teaching profession
include:
 Techniques to enhance candidate recruitment
 Teacher education programs' curricula should promote
professional ethics and values among student teachers
and new teachers.
 Increasing understanding of teacher education among
key parties, including policy-makers, educators, and
teachers.
 Matching teacher preparation with the educational
system
 Program coherence throughout teacher preparation
(course and practicum)
 Using evidence-based teacher education programs to
strengthen the connection between theory and practice
 Making sure that in-service teachers' professional
development is relevant
 Procedures for keeping competent teachers in the
system
 Increasing community and parental support for the
educational system

A. Elements of Art of Teaching

1. Teaching Style

This art comprises the use of sound, limb movement, and

shifting teacher positions during class. These arts are
viewed by students as being passionate, energizing,
enthusiastic, and related to learning objectives. This method
of instruction's art is as follows:

a. Sound art

The intonation, tone, volume, and tempo of the teacher's

voice can all change. The teacher may dramatize an
incident, draw attention to elements deemed significant,
speak slowly to one student while speaking quickly to
others who are not paying attention, etc.
b. Emphasis (Focusing)

Now that we have reached the challenging phase, pay

close attention! "Such emphasis frequently includes the
use of fingers or chalkboard markings.

c. Being patient (Pausing)

It is possible to pause a lesson and draw students'

attention by switching from a quiet voice to a loud
voice, from activity to silence, or from the end of the
lesson to the following portion. high level once the
situation permits. However, for pupils, this time is used
to arrange their responses before finishing them.

d. Make contact

It is preferable for the teacher to look each student in the

eye while speaking or interacting with them in order to
establish rapport and prevent losing individuality.
Teachers can assist pupils by using their eyes to
communicate ideas, and their views can grab the interest
of the class.

e. The limbs moving (Gesturing)

Movement of the head or body while mimicking is a

crucial component of communication. not simply to
draw attention, but also to support the conversation's
meaning.

f. Change Position

Student attention can be increased and the teacher's

personality can be enhanced by moving the teacher's
position in the classroom. The teachers can move from
 facing the class to facing the rear. It can also be carried
out while standing, then switched to a sitting position.
Position switching must serve a purpose rather than just
going back and forth.

2. Teaching resources and media arts

Utilizing media consists of three parts: watching, listening,

and tactile media. The components can fit into the
description a and be helpful for facilitating knowledge of
media view, listening media, and tactile media.

a) Media View

Viewing media can be understood as using specialized

instructional aids and communication resources, such as
books, magazines, globes, maps, wall magazines, films,
film strips, TV, radio, recorders, graphic images,
demonstration models, and others. The following
benefits will result from its expanded use:
 Promote conceptual clarity and cut down on
unhelpful reactions.
 Possess the potential for garnering a lot of
pupils' attention.
 Able to create effective learning outcomes that
inspire pupils to engage in independent
activities.
 Adopt a sustainable mindset, exactly as in a
movie.
 Offer a unique experience that is difficult to
achieve with other instruments.
 Increase the quantity, quality, and variety of
your job.

b) Media Art Listen

 The teacher's voice is typically the primary means of
communication during the teaching and learning process
in the classroom, as has already been established. One-to-
one turns or a mix of tactile and visual media are
necessary for the art of employing media. Student
conversations, interviews, recordings, and voices, for
instance, are pertinent to the course.

c) Touchscreen Media Arts

Media that give students the chance to touch and

manipulate items or instructional materials are the final
element of abilities in using art (variations of media) and
materials. This will need students to participate in
preparation or modelling tasks, the products of which can
be referred to as "tactile media." These tasks can be
completed alone or in small groups. For instance, in the
subject of historical studies, you might construct a model
of a village from the Majapahit era; in the department of
geography, you could create soil layer models; and in the
field of economic studies, you could gather different
kinds of coins.

3. Art of Interaction

The spectrum of the art in the teacher-student

interaction pattern varies between two poles, namely;
students work or study independently of the teacher and
students merely listen inertly.
When speaking to the learners, the teacher controls the
conversation.It is only conceivable that it may occur
between the two poles. For instance, the teacher may
conduct a series of questions with a small group of pupils or
speak with each student individually. By presenting
themselves, performing, or holding dialogues, the instructor
sets up an environment where students can share their
thoughts.

B. Goals of Teaching as Art

The usage of art is primarily recommended for student learning,
motivation, and engagement. The objective of displaying the art
is:

1. Drawing students’ attention to the importance of the

teaching process and keeping it there

The focus of the students' attention during the teaching

and learning process is crucial. Because this will result in
students not understanding the material provided, it is not
anticipated that students would pay as much attention to the
teacher's explanation.The teacher's material lessons are
disliked by the students. It can often be challenging to
maintain students' interest in the lecture material. For
instance, the subject matter covered by the teacher is less
intriguing than the outside world, or the teacher's
explanation is less accurate.
The significance of this attention in the teaching and
learning process is the problem's main focus. The
achievement of the learning objectives to be accomplished
is aided by the students' focus on the material that the
teacher explains. In order to achieve learning objectives,
teachers must contend with the issue of attention. Therefore,
whether or not they can enhance and keep students'
attention to the information being taught, teachers always
pay attention to the art of teaching.

2. Create Possibilities for Potential Motivational Functioning

In order to learn, motivation is crucial. If a student lacks

motivation, he will not study effectively and diligently. A
pupil will not complete learning exercises even if they are
not motivated. However, not every student in a classroom
has the same passion for a certain subject during the
teaching and learning process. While a learner might enjoy
things, they might not enjoy them for other materials. Every
meeting presents a challenge for teachers because they
frequently struggle with motivation. Therefore, professors
constantly seek to inspire students who pay less attention to
the material.
It is not a difficulty for the teacher when pupils pay
attention to the material being presented. because pupils are
 already motivated, specifically through intrinsic motivation.
Such pupils frequently pay close attention to the instructor's
explanations. Extrinsic motivation is therefore required. In
this situation, the teacher's role is more crucial to play the
role of motivation, specifically as a tool to motivate people
to act, as a tool to choose the course of action, and as a tool
to choose activities.

3. Changing Attitude Toward Teachers and Schools

Undoubtedly, some children may not enjoy having a

teacher in the classroom. Students are not the only ones that
have this unfavorable attitude. As a result, the teacher's
subject of study is disliked.
The teacher's less diversified teaching methods may be
the cause of a student's dissatisfaction with them. The
student's learning style is not compatible with the teacher's
teaching methodology. The same instructional strategies are
employed. For instance, when completing teaching
assignments in class, they always employ the lecture
technique. And never employ any other technique. The
discussion approach, recitation, question and answer,
problem-solving, or the telling of stories are a few
examples.

4. Offer opportunities and facilities for individualized learning

A teacher must possess a variety of talents to support

their teaching responsibilities. Teachers are expected to be
proficient in various teaching techniques than just one or
two. Because it is acknowledged, the teacher is free to
select which method will be utilized to support his teaching
responsibilities in the classroom thanks to his extensive
knowledge of many teaching techniques. A teacher must
also possess the ability to effectively use the media.
Likewise, it is simpler for teachers to build teaching art
when they have a firm grasp of these distinct abilities
(methods, media, and approaches). In contrast, it is
challenging for teachers to hone the art of instruction in
order to foster a positive learning environment.
 Facilities are essential pieces of educational equipment
in schools. Its usage as a teaching tool is advantageous. The
teacher will never forget its other side as a source of
learning. Whether or not fully equipped classrooms have an
impact on the decision-making process for teachers. Very
small learning environments typically have fewer options
from which to choose. For instance, note-taking techniques
become more prevalent when books in a field of study are
scarce, and it is challenging for professors to adopt an
individualized approach. Therefore, rather than having no
activity at all, the teacher is obliged to choose the lecture
and question-and-answer method or the flimsy
demonstration option.

5. Inspiring Learning in Students

The responsibility to learn rests with the students, while

the teacher's role is to create a conducive learning
atmosphere. Additionally, a supportive learning atmosphere
is one that can motivate pupils to continue learning when
lessons are over. A teaching interaction known as an
educational interaction unites these two actions.
Students need to be motivated to learn, and intrinsic
motivation is what makes science important to them in the
first place. Sadly, it is uncommon to find that every kid has
the same innate motivation. In other words, each student
that attends class has a unique motivation. When students
get information from the teacher, their attitudes and
behaviors might reveal how motivated they are, such as
when they are unmotivated to take notes or pay attention to
the teacher's explanations.

C. Advantages of Art of Teaching

The advantages of art of teaching namely:

 Enhanced teaching skills: because it is simpler for

teachers to impart the subject and for pupils to
understand it, teachers feel more equipped to carry out
learning.
 Boost teacher's self-assurance: the teacher will feel
confident in teaching and learning activities and neither
 strict or boring in their material delivery if they believe
they can help students reach their learning objectives.
 Establishing a welcoming and enjoyable classroom
environment: when a teacher has the skills and
confidence to do so, a favorable environment can be
easily created.
 Assist pupils in comprehending the subject better: even
though the lesson taught is the lesson that students
despise the most, the atmosphere the instructor creates
will make the students happy and interested in receiving
the material presented by the teacher, making it easier
for students to learn.
 Developing strong relationships with pupils: since the
environment in the classroom isn't intimidating or tense
for the kids, they are more likely to prefer silence over
responding to the teacher during learning tasks.
 Capable of inspiring students: students will feel more
comfortable asking questions and expressing their
concerns with the teacher once they see them as a study
companion or sharing partner. The teacher can then
inspire them.

CONCLUSION

Teaching is a series of activities that take place away from the

students and are intended to aid in the learning process.In the current
situation, the Traditional role has given way to the Modern role. When
the teacher draws on the student's prior knowledge, learning is
enhanced. Individuals learn at different rates, though, and each learns
differently. It could be necessary to identify the slow learners and give
them the teacher's individualized attention. As a result, experiences
have a significant role in effective learning. When teaching, teachers
need media that give students the chance to touch and manipulate items
or instructional materials are the final element of abilities in using art
(variations of media) and materials. On other side, art of teaching will
give impact in teaching and learning process.

EXERCISES:
 1. What is the relationship between art and teaching?

2. Why do we need an art in teaching? Elaborate your idea!

3. How can you apply art in teaching? Give your example!

4. How do art of teaching affect students’ performance?

5. How importance of art to education and teaching?

REFERENCES

Johnson, L. & Phillips, B., 2003. Absolute Honesty. New York:

American Management Association.

Sequeira, A., 2018. Introduction to Concepts of Teaching and

Learning. pp. 1-6.

CHAPTER 5
 TEACHING AND PROFESSIONALISM
Objectives:

1. Explain the relationship between teaching and

professionalism
2. Explain the importance of professionalism in teaching

1. TEACHING

Teaching is frequently referred to in literature as one of

four conceptions: a craft, a labour, an art, or a profession. This
is dependent on how the fraternity views teaching (Hoban,
2005). If teaching were thought of as a profession, it would
imply that it involves more than just the creation of a set of
skills. It must take into account the question of individual
judgment, which calls for understanding of the
"unpredictability, individualized aspect of education" as well as
a theoretical foundation for making such judgment (Day, 1999:
94). When you approach teaching as a profession, you must
recognize the complexity of the classroom and understand that
there is no such thing as a universally effective teaching
approach. This implies that the teacher must be knowledgeable
and skilled.
Teachers think that because they have education and
training in the relevant discipline, their occupation already
qualifies as a profession (Ronfeldt and Grossman, 2008). Once
more, this justification might not be sufficient, as Goodlad
(1990: 29) suggests: "A vocation is not a profession because
individuals who engage in it choose to call it that. It needs to be
acknowledged as such. Our culture must give teachers the
recognition they deserve, and historically speaking, teachers
have been among the best educated people. The knowledge gap
between the teacher and the "pupils" does, however, become
less as more and more people in that society become more and
more educated. As a result, society views teachers that
professionals with the same level of knowledge as other college
or university graduates do in their specialized fields (Cohen,
1989), making everyone with a college or university education
a professional.
2. PROFESSIONALISM
 The "quality of the practice" is what professionalism is
all about (see Johnson 1984, Eraut 1994, and Nixon 2001).
According to Sockett (1993), there are four main elements to
consider: character, commitment, topic expertise, and
pedagogical knowledge. Professionalization is viewed as the
social and political goal meant to advance the interests of an
occupational group, according to Goodson and Hargreaves
(1996). On the other hand, professionalism is viewed as the
group's personality and communication skills. Therefore,
professionalism can be defined as the origination, maintenance,
and preservation of the individual and communal standards in
regard to knowledge, abilities, and behavior for a certain
occupation.

A teacher must possess the following four elements are

among the qualities in order to be considered professional,
namely:

 Pedagogical competence: The National Education

Standards explain that pedagogical competency is the
capacity to direct learner learning, which involves an
understanding of learners, the design of learning, and its
implementation.
 Personality competence: defined as the capacity to have
a solid, stable, mature, wise, and authoritative personality,
to provide an example for students, and to have good
character in the National Education Standards'
explanation of Article 28 paragraph (3) point b.
 Professional Competence: The National Education
Standards define professional competence as the capacity
to master extensive and in-depth learning material that
enables guiding students to meet the competency
standards outlined in the National Education Standards.
This definition is explained in Article 28 paragraph (3)
point c of the National Education Standards.
 Social Competence: According to the description in
Article 28 paragraph (3) item d of the National Education
Standards, social competency is the capacity of teachers
to connect and communicate effectively with students,
other educators, school staff, parents/guardians of
children, and local society.
 In many situations, we still find a teacher that lack of
professionalism. The following factors can be used to explain
the lack of professionalism in the works of Hilferty (2008),
Locke (2001), Bloomfield (2009), Reeves (2007), Rizvi and
Elliott (2007), and Wood (2007), among many other works of a
similar nature, namely:

• The absence of incentives for capable and devoted

individuals to enter the field.
• Workplaces that lack a supportive environment and a
conducive environment for the growth and development
of "professionalism."
• The variety of currently used teacher education systems
and the absence of interaction, which prevents the
teaching profession from becoming more standardized.

Professionalism does not develop overnight. However, some

people appear to have particular qualities and attributes that make
adopting professionalism simpler for them. It needs to be ingrained in
people who lack these qualities. However, every concern must be
instilled through role modelling and circumstances that might highlight
a professional's skills. In order for this to happen, we must not
only choose the greatest people, but also provide the best programs that
allow them to grow into true professionals. As a result, it is essential
that the educational component of our curriculum concentrate on this
aspect in order to encourage professionalism.

3. RELATIONSHIP BETWEEN TEACHING AND

PROFESSIONALISM

Teacher content knowledge and pedagogical content

knowledge as to teacher effectiveness are two factors that keep
coming up in relation to teacher professionalism and teaching
standards. In more detail, Bradbeer (2007: 222) recommended
that the following be incorporated into the standards:
Activity areas:
• designing and organizing educational activities and/or
study plans;
• guiding and assisting students' learning;
• evaluating students' performance and providing criticism;
• creating supportive learning settings and systems for
students' guidance and assistance;
 • combining professional, academic, and scholarly
endeavors with instruction and learning support;
• practice evaluation and ongoing professional
development.

The achievements of student learning are positively and

significantly impacted by teachers’ professionalism and
competence. If the teacher is highly competent, pupils will learn
more because they will be given lessons that are customized to
their specific needs. This means that the teacher knows what
teaching methods work best for each of their students and is an
expert with the teaching aids that are utilized in the classroom.
When a teacher uses time wisely, such as by dividing it up
between the beginning of the lesson and testing students'
understanding of previously taught material, the latest material
is taught, and the previously taught material is evaluated. As a
result, student learning outcomes automatically improve.
Moreover, when teachers are able to design lesson plans (lesson
plans), teachers are better prepared to carry out learning
activities with careful planning and to simplify the learning
process to meet what is intended. High performance affects
learning outcomes in these situations. The information that is
prepared as part of the standard curriculum must be tailored to
the requirements and abilities of the students as well as their
unique circumstances. In order to improve student learning
outcomes, teachers can also mentally prepare their students for
lessons by motivating them and setting expectations that if they
do well in school, they would graduate first in their classes and
get into the universities of their choice. Thus, it may be said
that a teachers' professionalism influences the learning results
of their students.

CONCLUSION

Even though teaching is one of the oldest professions, it still

faces discrimination. As learning becomes more autonomous, the
nature and responsibilities of teachers change, necessitating the need
for a teacher who is proficient in their studies, performs well when
observed by administrators and parents, and maintains good conduct to
promote effective communication. Prejudices and issues will always
exist in teachers' pursuit of professional status for their line of work.
Teachers' professionalism is questioned because some of the work they
conduct is not deemed professional enough. Even yet, there will always
be claims of improved acceptability, acknowledgment, prestige, and
compensation. Teachers must act professionally for this to occur, and
professionalism must be ingrained in their practice—that is, in the
nature and quality of their deeds.

EXERCISES:

1. How does professionalism affect what is taught and learned?

2. How can teachers’ professionalism increase the quality of

teaching?

3. What criteria characterize teaching as a profession, and what do

current research trends say about these characteristics?

4. What opportunities to learn and engage with professional

learning do teacher education programmes offer?

5. What are the biggest problems currently facing the teaching

profession and the subject of education?

REFERENCES
Bradbeer, J. 2007. Editorial: Professional Standards and Values for
University Teachers of Geography. Journal of Geography in
Higher Education, 31 (2), 219-224.

Cohen, D. K. 1989. Practice and Policy: Notes on the History of

Instruction. In D. Warren (Ed.), American Teachers: Histories
of a Profession at Work (pp. 393-407). New York: Macmillan
Publishing Co.

Day, C. 1999. Developing teachers: The Challenges of Lifelong

Learning. London: Filmer Press.

Goodlad, J. I. 1990. The Occupation of Teaching in Schools. In J. I.

Goodlad, & K. Sirotnik (Eds.), The Moral Dimensions of
Teaching (pp. 3-34). San Francisco: Jossey Bass Publication.

Hoban, G. F. 2005. In G. F. Hoban (Ed.), The Missing Links in Teacher

Education Design (Vol. 1, pp. 1-18). Dordrecht, The
Netherlands: Springer.

Mahulae, A. V., Lumbanraja, P., & Siahaan, E. 2020. Effect of

Professionalism and Competence of Teachers on Teacher
Performance and Its Impact on Student Learning Outcomes at
Harapan Mandiri College. International Journal of Research
and Review, 38-46.

Mohamed, A. R. 2011. Teachers’ Professionalism: Prejudices,

Problems and Promises. 69-87.

Nurmaya, A. L., Irsan, Dahniar, N., Aswat, H., & Onde, M. K. 2020.
Effectiveness of Teacher Professionalism Development
Through Self-Empowerment in Primary Schools. Advances in
Social Science, Education and Humanities Research, 186-190

Ronfeldt, M., & Grossman, P. 2008. Becoming a Professional:

Experimenting with Possible Selves in Professional
Preparation. Teacher Education Query, Summer, 41-60.

Sockett, H. 1993. The Moral Base for Teacher Professionalism. New

York: Teachers' College Press.
CHAPTER 6
 TEACHER GROWTH AND CURRENT
CRISIS IN EDUCATION

Objectives:

1. To analyze the issues of teacher growth and current crisis in

education
2. To explain some of the issues of teacher growth and current
crisis in education

Trends and Challenges

A. Technology

English was taught and used as a foreign language in Indonesia.

English was the most important international language for
communication that has been recognized by the Indonesian
government. The aim of teaching English in schools is to improve
students' communicative competence which will help students at their
university level. Therefore, it is important to teach English as early as
possible. Because English is used as an international language that
must be mastered by students, ELT teachers need to have innovations
in teaching using technology in the digital era.

Technology is a piece of equipment made by scientists that combines

mechanical mechanics with the aim of simplifying a job. Technology
defines a set of sophisticated tools or devices used for simple work. In
the field of education, technology is used as a medium to develop the
learning process. Technology makes it easier for teachers during the
teaching process. This will help the teacher to deliver the material,
assign assignments to students and assess students' grades. According
to Davies (1972), there are three kinds of educational technology:
a. First education technology

The first education technology leads the hardware such as projector,

laboratory, computer (CD ROM, LCD, TV, VIDEO, and other
electronic tools). Those kinds of technology are very efficient and
effective. The mechanic of technology helps the learning process run
conveniently. It is because of the mechanism of the appliance of
 technology above produce the radiate, strong voice, distribute and
record the material that can extend students in large quantities.
b. Second education technology

The second education technology refers to the software. It is pointed to

the teaching support, particularly in the curriculum field, such as
instructional development, the teaching method, and teaching
evaluation.
c. Third education technology

The third education technology is the combination of hardware and

software. The point of this part is a systematic approach, which refers
to the tools to increase the function of the environment, such as
problem-solving.
The relationship between the types of technology used above is very
close to the research topic that will be examined by the researcher. It is
because those technologies have similarities with the research topics.
As a consideration, the example of those types of the technology used
can help researchers measure the extent to which ELT teachers
implement technology into the teaching and learning process.
2. Types of technology integration

There are various technological tools used by teachers during the

teaching and learning process of English. Selection of the best
technology tools will increase student motivation and achievement.
Therefore, it is also important for teachers to choose the right
technology that will be used to support teaching and learning English
in the classroom. According to Pitler, there are seven categories of
technology integration as follows:
Technology Definition Example

Category

Word processing Software that enables the Microsoft Word, Open

applications user to type and manipulate Office.org Writer, Google

Text Docs, MY Access!

Spreadsheet Software that allow the Microsoft Excel,

software user to type and manipulate OpenOffice.org Calc, Inspire

numbers Data, Google Spreadsheets

Organizing and Software that allow the Inspiration, Kidspiration,

brainstorming user to create idea maps, BrainStorm, SMART Ideas,

software KWHL charts, and Visual Mind

category maps
Multimedia Software that allow the iMovie, Microsoft Movie

user to create or access Maker, Adobe Photoshop,

visual images, text, and Microsoft PowerPoint, Kid Pix

sound in one product Studio, Keynote, Open

Office.org, Impress

Data collection Hardware and software Probe ware, USB

tools that allow the user to get microscopes, classroom

data response systems

Web resources Resources available on the Virtual tours, information,

Web that allow the user to applets, movies, pictures,

gain the information or simulations

apply or practice a concept

Communication Software that allow the Blogs, e-mail, VoIP, po

software user to be able to dcasts,

communicate in a text,

presentation, voice, or a

combination of the three

3. Trends in technology use

The amount of the role of technology in the learning process proves

that all of the subjects in teaching depend on technology. Therefore,
many teachers involve technology for some purposes, including
delivering material, giving tasks and assessing students' scores. The
resulting study from Safitri et.al stated that there is one level category
of ICT used for educational purposes by teachers. There are some
purposes of the teacher while using ICT for support the teaching
process including teaching-learning for a specific subject, teaching
computer skills, finding and accessing information and educational
materials, making a presentation, preparing a lesson, communicating
with students, communicating with other teachers, monitoring and
evaluating students' progress, keeping track of students' performance
and preparing reports.24 In addition, the reports from the US
Consortium of School Networks (CoSN), the British Education and
Communication Agency (BECTa) and Education.au Limited
(Australia) found that there were some devices to access the internet
and service provided on the internet that were emerging, such as MP3
players, laptop computers, tablet PCs, games devices, scanners,
interactive whiteboards, digital cameras and videos, RFID and digital
TV. All these trends will be used by researchers as the subject of
discussion in this study.

4. The challenges of using technology

In the process of applying technology, there will be many problems

faced by teachers. This will often happen if teachers do not have prior
knowledge about the technology itself, school facilities are not
supportive, and lack awareness of the use of technology. Based on
research from the University of Tanzania, there are many problems
faced by teachers during the implementation of ICT for the teaching
and learning process as follows26:
a. Lack of a systematic approach to ICT implementation

The lack of a systematic ICT approach will make it difficult for school
institutions to develop technology education. This can be minimized by
preparing a framework for the development of the technology used.
b. Awareness and attitude towards ICT

Given the importance of technology in education, it is an important

part of all parties in schools to realize the effectiveness of ICT.
Awareness of the importance of ICT must be realized by all schools.

c. Administrative support

Considering the use of technology in the teaching and learning process,

one important part is to ensure that schools have adequate
administration. Dwyer argues that successful ICT integration must be
effective and lasting. Managers must also have extensive knowledge of
the pedagogical, administrative, financial, and social technical
dimensions of ICT in education. Therefore, for the successful
implementation of technology in schools, schools need to provide good
administrative management such as preparing resources, needs, and
encouragement.

d. Technical support

There are still many issues regarding technical support. This often
causes obstacles that often occur when teachers implement technology
into the teaching and learning process. Because of these problems, it is
very important to choose technicians who are able to overcome the
problems of defense technicians through training workers related to the
development of educational technology.

e. Changing higher education

The use of technology is often misunderstood. Effectiveness of ICT is

sometimes used to replace traditional teaching teacher. Therefore,
teachers must realize that the existence of ICT is to facilitate teachers
in supporting the teaching and learning process. Due to technological
developments from year to year, it is imperative for all parties to check
whether the technology used by the school is still good or needs
improvement. The transformation of higher education means that
stakeholders need to update educational technology, which will be a
new revolution.
f. Employee development

Related to the previous problem, the lack of staff knowledge is one of

the problems that are often found. Farrell stated that training and
workshops are needed not only to support the skills of instructors but
also to involve them in the process of implementing technology in
teaching and learning. Therefore, training is very important, especially
by attending training continuously because considering that technology
education will continue to evolve .

g. Lack of ownership

Schools have an important role in determining policies and plans. In

the process of using technology in education, it has become imperative
for schools to continue to consult with authorities such as educational
institutions or the education office. Deliberations are carried out so that
the school knows the extent of the problems that are owned by
education supporters.

h. Insufficient funds

In many developed countries, there are some problems. One of the

obstacles is the lack of funds for educational technology. This makes it
difficult for schools to update educational technology that has been
used into new and advanced technology

Competence of teacher as professional educators

Modern society places the teacher's role on a new foundation, taking

into account two qualifications: today's society, namely the 'knowledge
society', and the 'learning society', inevitably forces social change
changes in the roles of teachers and educators as a whole. Many
theorists take this problem seriously. Therefore, Hirvi (Hirvi, 1996)
believes that teachers should accept the new role because they have to
adapt to modern circumstances. Learning situations, student
involvement is more intensive in various forms of work related to them
as educators and students in the world of education. The fact is that no
one can replace all teachers well. New technology provides few
opportunities for innovate in the teaching process, in encouraging
students to work and think critically, and use new pathways in
relationship: learn - teach. (Todorov, 2010: 198) Professionalism as a
new competence of teachers put before them a completely new concept
of tasks aimed at lifelong teacher education. And students. The new
role of the teacher, following the national and international quality path
the structure of basic education, according to Vlahovi and Vujisić-
Živkovi, (2005:21) is as follows: a) Professional teacher.
Professionalism is basically the idea of teaching professionalization.
Professionalization of teacher requirements: comprehensive teaching
knowledge base and learning emerging from scientific research, a rich
repertoire of practical, critical teaching procedures intellectual teacher
who works for the benefit of his students responsibility to society and
its code of ethics, active participation in pedagogy, but also broader
issues and cooperation with all participants in society. With the spirit
of professionalism, teacher education is pushed to a higher level
continuing education and professional development; b) Can establish
personal relationships with students get up. In schools according to the
demands of the new era, teachers are expected to stay away from
majors and provide conditions for maximum student independent
activity and activity. Basic settings must sought in pedagogical work
organizations with a wider choice of possible approaches to teach and
learn. The teacher is tasked with setting goals and subjects in learning
(Zulfakar, 2020) with their students; activities that must be carried out
in their environment. Students act as science researchers in the learning
process, find and solve problems encountered in the science they are
working on. Life the environment provides facilities and methods for
learning to understand life; c) Able to build communication with
students and others in organizational life. Activities and collaborations
are the foundation of the modern conception of education. The
teacher's role is to create a learning environment, a stimulating open
environment, where students can apply different learning models; d)
Act as a researcher in the field of education. Search for solutions to
make research and development of important areas of teacher
education, in the notion of the need to form teachers, both as educators
and as researchers. In this case, the research approach includes: active,
critical attitude towards education, teaching and learning, competent
involvement in research, openness to innovation ideas and approaches,
willingness to improve teaching processes and interests, and capacity
to theoretical reflection and communication; e) Able to adapt in
personal and group interactions. Team work is one solution in which
the teacher's work is pulled out of isolation. In most countries in Asia,
and the world, including Indonesia, the recruitment process for several
primary school partner profiles is open; f) Able to carry out activities in
one or various themes. The development of science, the need to
improve the quality of education, the need to rationalize the teaching
process has long been a topical issue in the world the number of
teaching areas prepared by the teacher. Many Asian and World
countries as well as Indonesia interested in specific teacher
organizations for certain subjects; g) Able to carry out tasks well if
given full trust. The development of a teacher as an independent
professional will take a long time as long as he is given the opportunity
to conduct research and a critical approach to his professional activity;
h) Able to carry out his profession well. Teaching not only technical,
but above all ethical social activities. The code of ethics for the
teaching profession replaces professional standards and competence.
Teachers have a demand to place education in the function of society.
The feeling that student development is entrusted to him and awareness
of his own role puts the teacher in a position where he could not ignore
the moral side of the task at hand. Professionalism, in addition to
knowing the job, means doing it in the best possible way. Difference
between professionals and non-professionals is not only about
independence at work. the most important, a professional interested in
quality. Their work is quality, and if they lead or teach them, it matters
that they did well. (Glaser, 1999: 27.) The teaching and learning
process is actually an interaction process that takes place in the field of
student interpersonal relations. - teacher, student, teacher environment.
In its most general form, the entire educational process in schools can
be defined as: interaction between personnel formed through
communication. Effects of educational work can largely depend on the
structure, and the quality of the relationships established within the
department. (Kostovi, 2006: 7.) The teacher's role in interaction and
communication is very important and marks the level professionalism,
but also an ethical dimension as part of their responsibilities. In
Mandatory OEVID Report on Schools in a Changing World
(Compulsory Schools in a Changing World, 1983), the The following
statements can be found regarding the problems and difficulties that
teachers are currently facing. With declining school enrollment and
increasing pressure to make changes in curriculum and management in
school, it will be very difficult to maintain the morale and competence
of the teaching staff in the future decades. It is quite possible that many
teachers find themselves under double pressure. On the one hand, it's
only natural that they will be concerned, if there are new reductions in
the workplace and blockades of work progress, or talk about testing
their competence, and the perceived threat of over-the-air teaching
staff. On on the other hand, they will be under increasing pressure to
diversify their functions, change their teaching styles, to cope with the
new demands of the curriculum and replace some of the long-standing
autonomy.

In some countries, there is an established practice of entrusting part of

the responsibility to training teacher candidates to lead teachers. They
form a very useful bridge between the world of school and the
academics at universities or colleges. Working with them also provides
an additional career path in perpetuity teachers who prefer to stay in
the classroom rather than do administrative work. (School and Quality
2020). Other countries have re-developed the analogy of the function
of the supervising teacher, but do not use terms like master teacher,
because the name is sometimes considered inappropriate. In several
countries in the world including Indonesia, 'teaching-teaching' is on the
rise important role, usually spending most of his time in school and
little in educational institutions. Therefore, innovative approaches to
the teaching profession begin with early education; going to
professional development with support for lifelong learning.

Teaching Quality

To improve the quality of teaching, in some countries a clearer

definition of what is expected of teachers in different schools. Over the
past few years, the role of the teacher has changed and the number of
teachers the work to be done increases. Since World War II, there has
been a tendency for teachers to take responsibility for the well-being
and health of students, and for connecting with parents and other
communities member. In addition, today's teachers are expected to
maintain the overall development of their students, both emotional,
physical, and social, as well as purely academic, although in this case,
as recently Comparative research has shown, there are differences in a
number of countries in the world including Indonesia. At the same
time, there is an increasing difficulty faced by teachers: teaching often
overloaded or too many students in the class, the student population is
very diverse and their needs, the support provided to teachers to
facilitate classroom teaching is inadequate, and teaching aids used in
learning activities are still lacking. Many schools have a reputation as
unsuitable environment for teachers and students. Schools sometimes
complain about the lack of professional staff and inadequate building.
Educational institutions often complain about the lack of professional
or semi-professional staff, and that most students fail to provide but are
useful instructions. Or give sufficient attention to those who study
poorly (Michael K., et al. 2019, Schools and Quality 2020). Under such
conditions, can good results be expected? Policy makers need to have a
clear understanding of the teacher's role and, therefore, align means of
providing in-service training, as well as appropriate mechanisms to
create teacher careers structure that reflects any changes in the teacher's
role. There is no single formula that works for all state to determine the
role of the teacher. Historical and traditional factors play a very
important role in this case, but for those involved in planning, in fact, it
is very important to determine their expectations regarding the role of
the teacher. Teachers must be ready to change their teaching style with
ever-changing needs. Question and answer routines are still considered
normal teaching.

Conclusion

The responsibility of teachers professionally is very much needed,

because in carrying out daily routine tasks, the teacher is busy with a
number of problems related to class learning materials and problems
that students have, both personally in personal concepts and
institutional development, which if they do not have good
responsibilities in carrying out their duties, they will have fatal for the
mental development of their students in the future because it can be
said that The current generation is a miniature of a community that will
determine the direction of people's lives a nation in the future. The
position of the teacher as a professional educator in formal education
The current institution is seen as different from the previous period.
Their education is dynamic, open, and ongoing processes. Competence
is the basis for the professional development of teachers in all respects
period of their professional career. The competence and
professionalism of teachers is currently being hotly discussed which
deserves the attention of all elements of society and the government, in
pursuing their daily careers because of his totality in carrying out his
duties
Exercises

1. A teacher should be able to adapt existing changes or apply

innovations in learning. However, in general, teachers pay less
attention to this and continue to use their teaching competencies
without any training. How do you respond to this? Is the teacher still
considered a professional teacher?

2. Teaching certificate is a problem for a teacher because it is proof of

being a professional teacher. However, teachers who do not have
certificates have better competence than certified teachers. What do
you think about teacher certification? Does a professional teacher have
to have a certification and how is your analysis to put forward the code
of ethics for the teaching profession for certification issues?.

3. Gamitification is the development of teaching methods, especially in

game-based learning. However, teachers often assume that this method
is to create a less conducive learning atmosphere and students do not
focus on learning. What do you think about Gamitification that
develops in learning English? How do you apply it in learning?

References

Alfulaih, W. K. (2018). The impact of using games on developing

Saudi female EFL students' speaking skills. British Journal of
Humanities and Social Sciences, 19(2), 14-23.

Alomari, I., Al-Samarraie, H., & Yousef, R. (2019). The role of

gamification technique in promoting student learning: a review and
synthesis. Journal of Information Technology Education: Research,
395-417.

Antonaci, A., Klemke, R., & Specht, M. (2019). The effects of

gamification in online learning environment: A systematic literature
review. Informatics, 6(3), 1-22.

Basler, J., & Dostal, J. (2015). Research of the amount of time spent
playing computer games by children at the age of 11 and 14. TOJET:
The Turkish Online Journal of Educational Technology, 18(3), 489-
493.
Bowen, G. (2009). Document analysis as a qualitative research method.
Qualitative Research Journal, 9(2), 27-40.

Boyinbode, O. (2018). Development of a gamification based English

vocabulary mobile learning system. International Journal of Computer
Science and Mobile Computing, 7(8), 183-191.

Christians, G. (2018). The origins and future of gamification. South

Carolina (Unpublished Master's thesis. University of South Carolina).
 CHAPTER 7
MORALITY IN CLASSROOM
INTERACTION
According to Tickoo (2009), classroom interaction can be summarized
as follows:
1. The teacher engages with the entire class.
2. The teacher engages with a group, a duo, or a single student.
3. Pupils engage with one another in a variety of ways, including
groups, pairs, individuals, and classes.
4. Pupils use materials or aids to retry the assignment individually, in
groups, and so on.

Communication revolves around interaction. Communication is the

primary purpose of foreign language acquisition, whether oral or
written. Learners, learner and teacher, and teacher and learner must
collaborate and interact. In brief, communication is derived from
interaction since there must be engagement between people who have
something to communicate in order for communication to occur
(Rivers, 1987). Five aspects should be considered while making
classroom engagement interactive (Gebhard, 1998)
1. Reduce the teacher's central position.
2. Individual differences should be valued.
3. Allow pupils to express themselves in meaningful ways.
4. Allow pupils to negotiate meaning with one another and with the
teacher.
5. Allow students to choose what they want to say, who they want to
say it to, and how they want to say it.

ANALYSIS OF CLASSROOM INTERACTION IN PHILOSOPHY

A. The teacher -centred stage

Typically, traditional classroom instruction followsHerbart's "class

teaching" theory. According to this theory, the instructor in the front
speaks with zeal and assurance, and the students listen intently. Take
careful notes and complete the exercises in class. The teacher is the
class's focal point, making a judgment aboutinstructional materials and
students' learning processes, and they
are also the evaluator of teaching and learning. The students arereceptive
or passive knowledge repositories. There aren't many interactive
activities in the classroom. The initiative of the pupils,
autonomy of the students, their freedom and rights areneglected.

B. Students-centered stage

The "Child-centred theory" highlights children's needs and

growth as the core or aim of classroom teaching, with the teacher
serving only as an attendant, counsellor, and assistance. The
teacher's position is weakened, and teachers are sometimes only
observers.
"Child-centred theory" is a counter to "Teacher-centred theory,"
paying attention to learners' needs and emphasizing on students'
initiative while ignoring teachers' roles. Teachers' expertise,
abilities, and ideas are not completely exploited in the "Child-
centred theory" classroom, resulting in inconsistent classroom
teaching levels in each school and class, and it is also not
favourable to pupils mastering the knowledge properly.
 CHAPTER 8
VALUES AND POLITICS OF ELT

Objectives:

1. Explain the values of ELT

2. Explain the politics of ELT

A. Values of ELT

There are various ways to describe values. Johnston (2003:6)

stated that values are beliefs that assist a person judge what is good
and evil, what is right and wrong. Beliefs are both personal and
social in nature. They are individual in the sense that all values are
expressed by and through specific people but powerful social
influences influence individual opinions. As a result, values only
become interesting when they are applied in social contexts - when
our inner convictions are translated into behaviors that affect
others.
Graham Hall gave questionnaire to 30 English teachers in UK.
The questions are:
a) What values do you believe teachers should possess?
b) What values do you believe English teachers should have? Are
there some that are distinct from those for teachers in general?
c) What qualities do you believe English language teacher trainers
should possess? Are there any that are not the same as those for
English teachers?

ANWERS:

a. Student accomplishment is important

 Individuals have the right to succeed to the best of their ability,

and those talents are not fixed. 'Intelligent' labels generate and
maintain limits.'
 'Fulfilling potential for all, the avoidance of labels, the first
introduction of the concept of power in the classroom (both
amongst students and between teacher and students); and the
idea that hard work is good...'
b. Classroom practices

 'The goal [for teachers] of pushing themselves out of a job

like supporting autonomous learning wherever possible'
 'Assist students in finding their own way.'
 'Aid students in finding their own way.'
 'Assist students in finding their own path.'
 'Encourage students to set the agenda, whenever feasible.'

c. Identifying the individual

 'Modesty or humility - the sense that one does not have all the
answers...a curious and receptivity'
 'Dignity must be maintained in the classroom.'
 'A desire to learn about the pupils' cultures; as much genuine
communication as possible'
 'A professional and personal interest in those we teach' Both the
teacher and the learner must learn this through interaction.

B. Politics Development of ELT

English has long been a feature of Indonesia's education

system, which was previously limited to higher school levels.
However, as the demand for and use of the English language
expanded, so did the English curriculum. The Ministry of
Education and Culture is continually modifying the curriculum in
order to improve the quality of education in Indonesia.
Curriculum, according to PERMENDIKBUD No. 22/20161, is a
set of instructions and rules for teaching and learning concepts; the
objective, content, and learning material used to attain educational
goals. The curriculum includes all activities and learning
experiences for the entire course.
Depending on the learning objective, the curriculum is
conducted both within and outside of the classroom. The students'
elements are the most important considerations when selecting on
the media and approach to utilize in the learning process. When
the curriculum changes, curriculum components such as the
syllabus and lesson plan must also alter to stay up. In Indonesia,
the curriculum has recently been revised. KTSP (Kurikulum
Tingkat Satuan Pendidikan) was amended in 2013 to 2013
curriculum (K-13), and the curriculum was recently added to 2013
curriculum (K-13). There are numerous variations between KTSP
and K-13, as well as some improvements to the upgraded K-13
version.
Starting 2006, the KTSP has been implemented, and the teacher
has become the central focus of the learning process (teacher-
centered), with lesson plan and evaluation guidelines already
included in the syllabus. In KTSP, the only learning steps are
exploration, elaboration, and confirmation. The goal of KTSP is to
provide the school more authority. It made it possible for the
school to organize and build curriculum components such as the
syllabus and lesson plans. However, the KTSP was changed to K-
13 since educators' perceptions and understandings varied
throughout the implementation of the KTSP, making it difficult to
standardize students' competency and performance.
The KTSP has been extensively updated by the 2013
curriculum (K-13). K-13 made its debut in July 2013. According
to PERMENDIKBUD No. 67/20135, the K-13 learning process
has been altered to be student-centered, with teachers taking on
roles to monitor and analyze students' learning. Teachers must be
more creative in developing curriculum components, especially in
their teaching practice. Because indicators and rubric assessments
are no longer established in the curriculum, teachers must develop
their own. They also required that the Scientific Approach (SA)
(observing, questioning, experimenting, associating, and
communicating) be used as the classroom and lesson plan teaching
approach. There are little distinctions between K-13 and the
enhanced version.
The lesson plan was updated and altered in addition to the
curriculum. The Ministry of Education and Culture has unveiled
the Merdeka Belajar policy, which aims to reform education in
Indonesia. The USBN, UN, RPP, and PPDB are governed by four
new major policies. By deleting some components from the
previous models, the new regulation required teachers to have only
a sheet of paper with a lesson plan in the case of RPPs or lesson
plans. As previously said, a lesson plan involves numerous
components that make developing the lesson plan difficult for
teachers. Teachers' time is completely wasted in creating each
component of an outstanding lesson plan.To help teachers with
administration and lesson planning, the Ministry proposed a new
policy that allows teachers to build and modify their own lesson
plan. According to Circular Letter 14 of 2019, the format,
components, and duration of drafting the lesson plan differ
between the old and new lesson plans. The Ministry of Education
 and Culture determined that the previous lesson plan structure was
too rigid, so it modified it to a free style, implying that teachers are
free to choose, design, implement, and develop lesson plans in
their own way.
The previous lesson plan also comprises many elements, and
teachers are required to write in depth for each component,
resulting in a lesson plan that is more than 5 pages long. Teachers
can now focus on three major components, according to the new
policy: teaching and learning objectives, activities, and
assessment, all of which can be reduced onto a single page of
lesson plan. Other elements may still be stated in the lesson plan; it
is up to the educators to select what they want to include.
Additionally, the new policy on lesson plan believes that it can be
completed quickly and effectively, enabling teachers to focus more
on preparing and analyzing actual learning and teaching activities.

Figure 8.1 teachers' perceptions on the new Merdeka Belajar

policy's simplification of lesson plan preparation

The figure above depicts teachers' perceptions on the new Merdeka

Belajar policy's simplification of lesson plan preparation. Figure 8.1
showed that four participants out of a total of 73 said they still didn't
fully understand the systematic organization of the lesson plan, while
the rest, 48 and 21, said they understood and genuinely comprehended
the system preparation of the lesson plan.
 Figure 8.2

Figure 8.2 also demonstrates that 76% of participants only use

systematic planning of the lesson plan based on the
PERMENDIKBUD, whereas 24% use it only sometimes. However,
they all said that they are still struggling to write the lesson plan.

Teachers' Views on the Lesson Plan and Its Contents

Based on the study question number one data, instructors prefer to

respect and embrace the new policy that limits lesson plans to one page
of RPP rather than five to ten pages, but they also make comments and
additions. 91.8% of participants, or 67 teachers, were previously aware
of Merdeka Belajar and the new policy on lesson plan simplification.
According to the Ministry of Education and Culture's form letter
number 14/2019 on the simplification of the lesson plan's components,
instructors are given the ability to freely create and prepare their lesson
plan, which means they can construct the lesson plan using their own
model and format.In the form letter, there are only three key
components of the lesson plan: learning objectives, activities, and
assessment. Participants have expressed a variety of opinions on the
new policy that simplifies the component of the lesson plan. According
to the participants, the simplification of lesson plan components aims
to make lesson plans simpler, more efficient, and easier for teachers to
implement. As a result, lesson plans become denser, clearer, and more
relevant to the learning goal.

CONCLUSION

Both teachers and students have values. Teachers hold power

and bear responsibility. As a result, teachers must reflect, check their
own behavior, and practice self-control. Our values, on the other hand,
are not independent of our context; nor are they something we can act
on without considering others around us, our institutions, and so on.
We are individuals, but we are also representatives of our schools and
members of local and global society (whether we like it or not!).

EXERCISES:

Case study 1:
In a class a few years ago, I encountered a student who wouldn’t speak
during pair work activities or in group or whole class discussions.
Awkward pauses developed whenever she was asked to contribute. She
was an able student who certainly could speak, but she chose not to
(even after one-to-one discussion, I never quite managed to clarify the
reasons for her silence). My teaching dilemma was that she had the
right to be silent, but this silence affected other learners and the
dynamic of the class who had the right to expect participation and
cooperation. Was I to value her individuality and wish to express (or
not express) herself as she wished? Or was I to continue trying to
develop her (obviously unwilling) contributions in what I saw as a
contribution to the benefit of the rest of the class? In this situation,
what would you do and why? What values would inform and underpin
your actions?

Case-study 2:
Two of your students submit essays which are very similar in both
content and language for your English language course. You suspect
that one student, who has been given lower marks throughout the year,
has copied the work from the other. Your school’s regulations state that
both students should now fail the course. However, if they fail your
course, they fail the year-long program which they have paid a lot of
(their family’s) money for. If they fail, they will have to return home to
face their family and friends without a certificate. What would you do
and why? What values would inform and underpin your actions?
 REFERENCES

Aulia, R. W., 2021. Teachers’ Perception on The New Policy Called

Merdeka Belajar; a Page of Lesson Plan. Jurnal Pendidikan
dan Manajemen Islam, 14(2), pp. 1967-1980.

Hall, G., 2010. Exploring values in English language teaching:. 24(2),

pp. 1-3.

Peraturan Menteri Pendidikan dan Kebudayaan Nomor 22 Tahun 2016

tentang Standar Proses Pendidikan Dasar dan Menengah

Saputra, Dwi Bayu. 2019. “The Implementation of Curriculum 2013:

English Teachers’Perceptions on Developing Lesson Plan and
Teaching Materials.” Linguists:Journal Of Linguistics and
Language Teaching 5, no. 2. pp. 54–67.
https://doi.org/10.29300/ling.v5i2.2386.
 CHAPTER 9
DILEMMAS & FOUNDATION IN ELT

Objectives:

1. To analyze the dilemmas and foundation in ELT

2. To explain some of the dilemmas and foundation in ELT

English Teacher Dilemmas

In a broader sense, the term dilemma can be defined as 'a situation

that offers' choice between at least two actions, each of which is
problematic'. In schools, dilemmas represent problematic situations
for teachers. When classroom teachers face dilemmas, they will
therefore thrive how to resolve this dilemma based on competing
values, beliefs and practices. Berlak and Berlak have introduced
teacher typology dilemma to help define the many spaces in which
teachers can hold certain values and sport preferences. The typology
consists of sixteen grouped dilemmas into three sets: control;
curriculum; and community associations. Set control according to the
tendency of teachers in the realm of control over students. The realm
includes development of the child as a whole (physical, intellectual,
social, emotional, and moral) nature) or limited to areas considered
most directly related to a particular school subject. The curriculum set
consists of dilemmas related to the acquisition of knowledge and
transmission of knowledge such as who/what knowledge to transmit
and how to transmit it knowledge. Meanwhile, the societal dilemma
focuses on the dilemmas inherent in how students are seen and
treated. For example, students can be viewed as young people
students (treated differently from adults) or viewed as the 'mini-
adults' they should be show respect for general rules. In addition,
Berlak and Berlak (1982, 272) offer the term 'resolution pattern' to
describe each teacher's decision when dealing with one of these
dilemmas.

By identify the teacher's dilemma, therefore, researchers and

teachers themselves may understand how dilemmas inform and shape
teachers' professional judgments. It the typology of dilemmas and
settlement patterns drawn by Berlak and Berlak contributed to
understand the nature, depth, and dimensions of teacher professional
decisions so that the decision can be made reflectively, with reason.

However, the work of Berlak and Berlaks (1982), pays less attention
to the practice work involved in managing dilemmas in the
classroom. The classroom should be considered as a place where
most teachers find dilemmas because they are required to mobilize
not only curriculum content and knowledge, but also to consider
needs. This paper, therefore, focuses on this gap by presenting
theoretical and empirical study of how teacher dilemmas arise and
what resolutions are made by teachers when they have to implement
the official curriculum in the classroom.

Regarding the emergence of a dilemma, Ehrich, Kimber,

Millwater, and Cranston (2012) offers several models of the teacher's
dilemma and considers the dilemma as special situations in which the
teacher reacts. This model would suggest that the dilemma is a
situation in which a logical sequence flows from left to right, as a
one-way influence generate tensions that require teacher resolution.
However, Fransson and Granns (2013) argue that the logical
sequence of dilemma situations offered by Ehrich et al. (2012) and
similar models do not reflect the structural complexity and
entanglement of the work of teachers Fransson and Grannäs favors
the concept of the dilemmatic Honig (1994). a space that regards
dilemmas as 'social constructs resulting from structural conditions'
and relational aspects of everyday practice' (2013, 17). In this case,
the dilemma is constantly present in the everyday interactions created
by the relationship between teachers and the education system, as
well as between teachers and other individuals at school. This
dilemmatic space concept is useful for analyzing complexity teacher
job. Fransson and Grannäs adopted this concept as a continuous
situation in which: the 'reciprocal dependence' of competing structural
forces and the individual is held in suspense.

The competing forces in the dilemmatic space can be comes from

the teacher himself, from the structure that governs the education
system and principals who enforce certain behaviors, as well as from
fellow teachers, parents, and students. More importantly, the concept
of reciprocal dependence in dilemmatic space concludes that a
dilemma arises only if the actor is oriented to something or others in
the dilemma room. This thought can be explained as follows. The
teacher's relationship with others awakens their awareness and
awareness. Theirs awareness and awareness, in turn, contribute to the
teacher's dilemma and hence decisions about how to 'act for the best'
(2013, 5) or how to act appropriately follow structural and relational
conditions (Fransson 2017). Teacher acting term for the best is
similar to the resolution pattern of Berlak and Berlak (2012).
However, acting for the best reflects the orientation of the teacher to
others.

This treatment allows for the individual's level of consciousness.

Therefore teacher dilemma experiences can be different. Therefore,
this content assumes that the dilemmatic space created by curricular
reform will play differently for different individuals. For example, a
new policy may be viewed as a dilemma by someone teacher, but
other people don't think so if the two people have different
experiences regarding structural and relational conditions. Different
experiences not only lead to construction dilemma but also a possible
solution to this dilemma or teacher action for the best.

The changing educational context undoubtedly requires teachers to

consider different options and positions so that the teacher can decide
how best to act to deal with situations in certain contexts, certain
schools, and certain classrooms. Therefore, there will be a different
negotiation process value and position in the teacher's decision-
making to bypass good teaching. The negotiation process does not
only involve the whole the constellation of values in this case, teacher
and curricular values, and practice, but also requires individual efforts
to act for the best. In addition, Rose and Norwick (2014) suggest that
the teacher's actions for the best depend on the 'process' expansive
learning experienced by teachers.

Handcap for Teachers at TEFL

a. Low English Teaching Hours

Educational literature taught in schools is not up to date, and
especially old and boring. Even the picture of the book is not
interesting for students. The needs of today's students in English go
unnoticed while language is a dynamic and most educational
phenomenon the content is no different from 20 years ago. Some
hope to complain about the amount of time dedicated to the course
and believe that in many cases teachers cannot teach all subjects in
this limited time. Because student learning motivation is low and vice
versa high content volume and very short term teaching difficult. In
addition, the study of the state of language teaching in schools, some
teachers and experts suggest that content, examples and illustrations
of language books are not diverse and provide
exercises do not strengthen language skills (reading, writing,
speaking, and listen)

b. Lack of Interest and Motivation in Learning English

These factors are the most important obstacles in learning English.

Most students are not interested in learning the language and only
think about pass the course, because they are not interested. They
don't listen their teacher and learn nothing, even if they learn
something they will quickly forget it, because they get tired of the
repetition. English teachers should encourage students to learn the
language with repeat. This encouragement does not have to be
spoken, but some rewards should be considered to increase
motivation and interest student.

c. Lack of Concentration in Class

The second factor is lack of concentration. When students don't have

concentration cannot study the material. Concentration depends on
these factors:
1) Fatigue and insomnia
2) Environment
3) Family problems
When all these factors are eliminated, the students can do their best
language and get good grades.
d. Most English Teachers Lack Proficiency in English
Unfortunately, most teachers in secondary schools are not fluent in
English and they cannot teach English orally. They teach English in
the form of written language to students and this is not one hundred
percent learning. Teaching English is best done when teacher teaches
language orally.
Teachers Foundation in ELT

The teacher with qualities mentioned above has a key role play while
at school or at home. The following are :
a) To give knowledge and utilize potentials
A teacher has a responsibility to offer knowledge according to the
level of the learners. This take us directly to the main responsibility of
a teacher who is considered to source of knowledge. In that case,
presentation of the material important issues to be considered by all
teachers regardless of teaching modality used.
b) To facilitate the teaching and learning process.
This is the most important step expected to be done by the teacher
before entering the class. The teacher is supposed to prepare, plan,
and facilitate the teaching and learning process. If a teacher is well
prepared, she or he can also teach effectively learning process has not
been effective.
c) A facilitator.
A teacher is a facilitator in the learning and teaching process. in the
past the teacher was considered the only source of knowledge, but
nowadays to orientation is different. Instead the teacher is not
considered to be the only source of knowledge but rather a facilitator
in the learning process.
d) The solicitor of knowledge.
The teachers should act as solicitor of knowledge, due to the
development of information technology finding information has now
been easier. Pupils, nowadays are able to surf via internet for
information they need.
e) Creative and Researcher.
A teacher is always a researcher. They use most of their time
conducting researchers on their students. Through research the
teacher can easily understand their student learning abilities. In a
research, the teacher identifies students potentials and their relevance
to the society. The teacher normally creates new teaching approaches.
f) To solicitor of knowledge
The teachers should act as solicitor of knowledge, due to the
development of information technology finding information has now
been easier. Pupils, nowadays are able to surf via internet for
information they need. They therefore do not rely completely on the
teachers. The responsibility of a teacher as a solicitor of information
has essentially remains the same. The teacher normally solicits the
relevant material to be used by learners.
g) Keeping class records
A teacher is supposed to use their time well at school to check for
student attendance to keep students progress report and to make any
other relevant follow ups regarding their students. The way the
teacher handle these matter reflects their preparedness in general. If
teacher has made preparation prior to teaching he will find the
teaching process essay and will have enough time to attend the
students. The teacher is also responsible for keeping records related to
students, conduct, students personal history as well as academic
progress. when parents put their children to school at the same time
he put expectations on the teacher, so that his child can develop
optimally.

Conclusion

Teacher education as a whole requires urgent and comprehensive

reform. There is a need to bring about greater convergence between
professional preparation and continuing professional development of
teachers at all stages of the school in terms of level, duration and
structure. Considering the complexity and importance of teaching as a
professional practice, it is imperative that all teacher education efforts
should be stepped up to university level and that the duration and
rigor of the program must be appropriate improved. In addition, there
is a need for innovation with different teacher education models.
Institutional capacity and ability to innovate and create is a
prerequisite for pursuit of excellence.

Exercises

1. Honorary teachers are one of the focuses of attention for education.

Especially for honorary English teachers where the lesson time at
each school is different so that the target time is less for honorary
teachers. In your opinion, is this a dilemma for an honorary teacher?
Can it be said that honorary teachers are professional teachers?

2. Teachers with poor classroom management are an easy problem to

find in schools. Teachers who prepare all learning devices that are not
in accordance with the material are one of the things, especially the
learning model or media used. On the one hand, teachers who will
teach with other subjects will be disturbed by things that are not paid
attention to by the teacher. However, the teacher thought that it was
natural to achieve the learning objectives. In your opinion, what
should be done if the teacher is lacking in classroom management,
especially learning models that create an efficient learning
atmosphere and what is your action if it burdens professionalism in
the profession as a teacher?.

3. Analyze a case study with sources from several journals regarding

the dilemmas found by English teachers in teaching. And provide
your suggestion to solve it!.

References
Martin, R.J. (1994) Multicultural Social reconstructionist education:
Design for diversity in teacher education. Teacher Education
Quarterly 21(3)77-89, 492(4).

O‘Loughli , M. 1995 Daring the imagination, unlocking voices of

dissent and possibility in teaching. Theory into Practice 24(2)170-
116,
.
Singh, R. P. (2011). Training Teachers : Problems and Issues, Gyan
Publishing House, New Delhi.
 CHAPTER 10
ETHICAL ISSUES CONCERNING THE ROLE
OF THE TEACHER

Objectives:

1. To analyze the issues issues concerning the role of the

teacher
2. To explain some of the issues concerning the role of the
teacher

Introduction

The teacher is considered a symbol of a leader that embodies the

intrinsic characteristics and skills for bring about a radical change in
society for the good. Teachers are interpreted as role models, leaders
who with their unique style to motivate their students, get involved in
building their personalities who play an important role in shaping
their career. Even a little morality induced in the student's
temperament can be bring big changes in society we live. Therefore, a
teacher is considered a person with a personality characterized and
embedded with several positive attributes. Green claims "at most"
effective teachers, researchers suspect, should more extroverted, fun,
conscientious, and open to new experiences, empathy, social
adjustment, emotionally sensitive, persistent, funny, or all of them
above". In fact, a great teacher is a unique blend of traits such as
extrovert and introvert, funny and depressing, flexible and severe, and
when and when the situation student progress requires. There is no
doubt that a good teacher is always and ultimately good when it
comes to student relations. The personal quality of a teacher is very
important in bringing out their effectiveness. However, he remains
optimistic that "many of these personal or moral problems"
characteristics can be developed. However, it all depends on the
willing teacher's desire to improve himself and achieve success. The
failure he declared was not due to a lack of one or two personality
traits, but rather to a lack of essential qualities of a professional
teacher.
 One of the most important qualities that teachers lack is self-
reflection or self-awareness. Powell and Powell recognize that "self-
aware teachers are better able to make learning pleasurable for their
students, and pleasure is essential to meaningful learning". Self
awareness has the ability to introduce one to oneself as well as the
deep seated emotions and values that exist within. Emotions are quick
drivers of actions, and self awareness allows teachers to remain calm
and unfazed in stressful situations. These innate values are the self-
regulators and managers that show no response to pessimism, despair,
or distress. Through knowledge and the fundamental principles or
virtues, these innate values define the practice of teaching.

The primary focus of virtue ethics is the goodness or rightness of

things, ideas, concepts, theories, or principles. According to
Devettere, "virtue ethics arises from the natural inclinations
embedded in human nature." It stems from our innate desire for what
is pleasurable and good. "Virtue ethics is about desire rather than
duty, about what we want to do rather than what we should do, about
personal happiness rather than the greatest happiness of all". The
goodness or rightness of virtues "such as honesty, justice,
compassion, dedication, diligence, integrity, courage, and other
components" are thus some of the core components of virtue ethics.
Therefore, a virtuous teacher consciously uses in depth understanding
of the care of students and also at the same time implement
responsibility for achieving their goals.

Many authors believe that "teachers understand how to adapt

content to the unique requirements of a situation and student
abilities." They are aware of many learning barriers and know how to
avoid potential problems before they occur. They understand what
learning is because they are committed, lifelong learners." The
teacher brings clarity and has learning beliefs. The most effective
teachers understand student needs based on each student's ability and
shape them as the situation requires. Because the teacher was once a
learner, they are well aware of failure, challenges, and opportunities
that arise during the learning process. This distinguishes them from
other members of the community.

However, one fascinating aspect of virtue ethics is that they are

self-contradictory principles. An effective and virtuous teacher, for
example, who believes in equality will treat everyone equally. It
demonstrates
As a moral person, the teacher must ensure that care is given to all
students equally, but some students may require more attention, love,
and care. The teacher in this case violates the norms of equality and
justice that govern neutrality and equality. Furthermore, a moral-bend
teacher may face quandaries that cause internal conflicts and raise
self-doubt about their profession and practice. Also, practice honesty;
if a teacher feels compelled to discuss a student with other teachers,
this may violate the principle of keeping the truth and reality of
students and families hidden, among other things. When we
investigate this quandary, we find a wide range of approaches to
ethics with a broader meaning in the domain of philosophy.

Teacher Virtues and Teacher Personality

The art of teaching is more than simply knowing how to deliver

information through lessons. The art of instructing isn't always about
assisting students to pursue information; rather, it's about reflecting
virtues that the teacher has instilled in the students. A teacher,
unusually, is first and foremost a human being who must possess
human virtues before being qualified for a career such as coaching. A
teacher's job is difficult because he or she must deal with 30-60
students at a time for a set period of time every day. A teacher's
ultimate goal is not to teach bookish knowledge. A teacher, in fact,
has much more to offer than just knowledge. In today's world, where
nothing lasts forever, only the memories of learning ethics and values
from an ethical person endure. Many studies suggest that students
learn more from their teachers than from their parents, while others
suggest the opposite.

Deliberations on which teacher, whether at home or in the

educational institution, has a strong influence on students are still
insufficient. But the underlying fact is that people of all ages pay
attention to someone they meet for a short period of time, which is
interaction with others in small doses for a lifetime memory.
According to the same logic, students meet their teachers on a daily
basis, but only for a limited number of hours, and the interaction
within that time frame is sufficient for the students to be influenced.
However, a teacher's personality is also important.

According to Aquino and Razon, "a teacher with a distinct set of

personal qualities such as geniality, sense of humour, enthusiasm, and
sparkling facial expressions can contribute significantly to students'
mental, social, and emotional development." Although it is obvious
that not all teachers can possess the aforementioned qualities, every
teacher should develop and adapt their personality to meet the needs
of their students. The combination of thoughts and actions reflects the
sum total of a teacher's inner and outer qualities. The values and
ethics that the teacher carries influence the teacher's personality.

The effectiveness of a teacher is no more dependent on

the grades obtained with the help of students checking
correctly the ineffectiveness of the teacher can be
calculated equally, now not while a strong instructor makes
gaining knowledge for college kids easy and at the same
time. ease through correct self-presentation, “ineffective
teachers make it difficult for students to learn or reduce
their desire to examine through a lack of enthusiasm for the
subject, through hostility or behavior that is irrelevant closer
to students, by failure to defend areas in the classroom, or
by unfairly prefer some students over others” (Kodero et al,
2011).

The Important Virtues of Teacher

Affection

Affection is caring about the misfortune of others, so for teachers this

means they need to be able to understand why some students do what
they do. Whether it's a behavior problem, or they're struggling with
their job, you need to be able to accommodate these and be flexible
enough to address them and find ways to teach them that will help.

It is said that students from poor backgrounds are less likely to do

well in school like children from better backgrounds. When this is the
case, we must understand them and help them to improve. However
this is a stereotypical statement to make and is not always true.
Disability is another thing that you have to deal with lovingly.

Kindness

The virtue of a teacher is to be friendly, approachable, and kind to

children. I know from my experience at school that a good and
friendly teacher makes a big difference. No child wants a grumpy and
terrible teacher, nor does any other teacher want to work with him!
If a teacher is good, it sets a good example of how students should
treat everyone in the class, including the teacher. You tend to get
along with teachers better if they are nice, therefore you are more
motivated to listen to what they have to say and more willing to learn.

If you're good, it can go a long way. People you treat well will often
return the favor and be kind to you. We need kindness to make the
world go round!

Patience

The teacher must be able to remain calm when the teacher is teaching.
If a student becomes frustrated about something, the teacher cannot
become frustrated either. As teachers, we are role models for our
students and must give them a positive image. We don't want to teach
them to be impatient and irritable as this will only add to their
troubles. If that's what they see teachers do in class, they'll think it's
okay to do this too.

Teachers need to be able to understand that some children lack

confidence in some areas compared to others, so you have to have the
patience to give them the extra help they need and not get annoyed as
soon as they get stuck.

Justice

Justice for a teacher means treating students equally. If the teacher

fails to do this, it could raise suspicions of favoritism which could get
the teacher in trouble. Students have the right to be treated equally
and you should respect that as a teacher.

An example of a time where fairness is critical is when marking

work. One answer for one person may not be correct if the same
answer for another person is wrong. It's unfair to characterize people's
work differently. Another example is the sorting of problems between
students that may arise. Oftentimes, disputes will occur on the
playground at playtime or lunchtime and you must respond fairly
when trying to resolve them with the children. Often the teacher isn't
there to see it because it can't just get one person into trouble.

Justice is an issue that teachers have to be aware of all day, every day.
They also need to know how to handle it properly.

Conclusion

Why is virtue necessary in education? Cook and Carr responded

using a different often repeated story: In the back of the class, two
students were talking to each other, they were interrupting each other,
and neither listening nor doing their job. They interfere with the
learning process and distract the teacher. What should the teacher do?
Cook and Carr state that it is not just about following institutional
(school) norms and principles or achieving educational goals; there is
another dimension as well how can one promote the moral and
material development of all interested parties in this situation? They
suggest teachers should aim to do more than just make competent and
effective decisions, and try to be honest, fair, assertive, empathetic
and so on as well. However, it is not just about good professional
practice, but about the virtues necessary for moral action. They
emphasize that the teaching profession involves flexible and sensitive
decision-making in complex and constantly changing conditions, and
this can lead to the problem that good teaching is only seen in the
context of rules, norms, and technical competence. Wisdom and
practical thinking are important not only for solving problems in
teaching, but also for acting in an honest, fair, patient, empathetic and
decisive manner and in learning self-control.

Exercises

1.Explain in your opinion if the teacher is lacking in teacher virtues in

teaching!.
2. Give an example for the teacher's character which is lacking,
especially in teacher personality and how is it related to teacher
ethics?
3. "A teacher builds student character". Based on this statement, how
do you shape the character of the students in the class?

4. By looking for case studies through journals, give examples of the

ethical issues concerning the role of teacher (Teacher virtue).
5. By reading some references, state your opinion about the state of
the teacher's character as a path to success.

References

Carr, D. (2006). Professional and personal values and virtues in

education and teaching. Oxford Review of Education,

Danišková, Z. (2014). What prevents teaching from becoming a

profession? Ethics & Bioethics (in Central Europe), 4(3-4), 191-200.

Colnerud, G. (2006). Teacher ethics as a research problem: Syntheses

achieved and new issues. Teachers and Teaching: Theory and
Practice.

Campbell, E. (2013). The virtuous, wise, and knowledgeable teacher:

living the good life as a professional practitioner. educational theory,
 CHAPTER 11
EDUCATIONAL RIGHTS AND
PROFESSIONAL WRONG
Objectives:

1. To analyze the issues occur in educational rights and

educational wrong
2. To explain some of the problems that occur in educational

Grades of normative involvement in teaching

Teaching is a professional activity carried out by teachers. Like other

professional activities, is a normative enterprise; it is suitable for
judgment according to the measure or standard of goodness or vice,
efficiency or inefficiency. However, maybe more importance of
clarity here to distinguish the different dimensions of normativity,
and one way of doing this is by distinguishing the different types
reasons that might be given for judging a teacher or teaching style as
good or bad, effective or ineffective. First, then, we may think a
certain teacher, or teaching, is bad on the basis of incompetence, in
the dominant technical sense competencies elsewhere considered in
this job. Thus, the teacher might found flaws on the grounds that they
have no authority over them class, are poor communicators, or have
inadequate knowledge of what they have to teach. This failure is
probably mostly, though by no means certain, personality problems,
abilities and technique, without significant implications for the moral
character of the individual concerned: most likely there are many
very charming and kind people who can't (in this sense) teach.

But, teachers can be very competent, even expert, in the first

technical sense this is teaching, but really bad teachers because they
represent danger or danger to children. Therefore, a very direct
second sense in which one can be judged as a bad teacher is where he
is violent against, sexual harassment of, or neglect of, health and
safety children. However, there is a less obvious third way that we
might want question teaching practice, which, although it is also
related to what we might consider a failure to achieve the right goal
education not a technical failure in the sense just considered. Indeed,
perhaps the problem with some teachers is that they teach very well
and with a passion for shaping young minds in different
environments. certain direction that they fail to promote individual
independence
mature mind or responsibility. This is where we might want to say
that while the teaching was excellent, it was something less than
education: where we might want to talk about indoctrination than
education. In some ways, this third pedagogical flaw occupies a the
space between the first two.

However, in the fourth dimension, a teacher who scores quite good on

the first three reasons it is someone who teach with knowledge and
skill with respect physical and psychological health, safety, integrity
and autonomy students may still be considered (rightly or wrongly) as
professionals ignored for setting a bad moral example to children.
This is possible good because the person concerned is considered to
show inappropriate lifestyle, for example he is homosexual, or he
smokes marijuana, or because he clearly lacks character, to for
example, he is sexually promiscuous, or he is a heavy drinker or
gambler. What, for example, should we say about the opposite?
'professional' history teacher, fully and effectively pays attention to
young people educational needs and people's welfare, which has a
series of punishment for driving under the influence of alcohol? Is it
like that? teacher, we might ask, what kind of person should be in
charge children?.

The second, third and fourth of these normative dimensions teaching

is more of a concern now than in the first place, to be exact because
they are all involved in moral or ethical issues. With that same
tokens, however, it is very important to understand that these
considerations are inseparable from a substantial understanding of
effective teaching, whatever the professional conception of effective
teaching. It is important to be respected in matters of teaching, as in
anything else professional field, that moral and ethical deficiencies
not only regrettable external flaw on what we might continue to
regard as a work virtue: to see that, in the face of certain some kind of
moral and ethical failure, maybe it makes no sense to talk about
professional virtue at all. Therefore, while there is at least
understandable sense in which we might talk about someone who
overcharge, cheat or sleep with its customers as excellent builder or
first-class window cleaner, there is something more doubtful about a
sharp-practicing doctor or teacher who put their sixth form disciples
to sleep as their respective role models profession. Although lately
there has been a lot of interest which is welcome developments in
trade ethics, perhaps (albeit cynically) observed that at least some of
it is a response to the producer
recognition, under pressure from contemporary consumers
organization, that it makes commercial sense to promote public
reputation for fair dealing: in short, commercial companies that are
widely considered to have the best interests Customers at heart are
more likely to increase sales. In the cold light logic, however and
given that merchants and entrepreneurs often sincerely and sincerely
care to provide good value for money nothing seems to be in the true
nature of the trade or commercial bargaining which will give rise to
for any moral demands for distributive justice or otherwise.

Professional rights and wrong

The implementation of education in this global era demands the

quality of teacher resources. The teacher's task is to develop scientific
insight and shape attitudes, values and skills perfect students. In this
context, a teacher needs to be given flexibility in developing the
abilities of their students through understanding, activeness, learning
according to the progress of the times with skill development so that
students' lives have an independent attitude, adaptive, cooperative and
competitive behavior in facing the challenges and challenges of
everyday life. A teacher must can work professionally in developing
learning interactive, dialogical, interesting, effective and fun for
students.

If it is related to real conditions in the field, talking about competence

and The professionalism of this teacher is still facing many problems.
According to Payong, in his research in 2014, a number of teacher
problems include:
(1) teachers not ready to implement learning innovations, they tend
to return to conventional learning patterns,
(2) Teacher qualification and certification improvement programs
does not have a direct impact on increasing student achievement,
(3) Program sustainable professional development is not seen as a
strategic program that have added value in enriching the insight and
skills of teachers,
(4) Teachers are involved practical politics in direct elections that
affect their performance in learning and relationships with peers,
(5) The teacher is stuck in a mindset bureaucracy in implementing
the curriculum and
(6) Encouragement and willingness to learn and self-development has
not been prioritized by teachers who have been certified.

Of the four competencies that teachers must possess, two of them are
considered still become a serious and crucial problem among
teachers, namely pedagogic competence and professional
competence. From the aspect of pedagogic competence, for example,
teachers are considered not yet able to manage learning optimally,
both in terms of understanding students, design and implementation
of learning, evaluation of learning outcomes, as well as the
development of students to actualize various potentials it has. From
the aspect of professional competence, many teachers are still
considered to be stuttering in mastering teaching material broadly and
deeply so that it fails to present learning activities that are meaningful
and useful for students.

On the other hand, the teacher's low mastery of competence

professionals reveal that teachers are still weak and not competent
enough to the following sub-competencies:
(1) mastering the material, structure, concept and mindset science that
supports the subjects taught;
(2) master the standard basic competencies and competencies of
subjects/fields of knowledge being taught;
(3) develop creatively guided learning materials;
(4) develop professionalism in a sustainable manner by taking
reflective actions; and
(5)utilize information and communication technology to
communicate and
self development.
Conclusion

The main problem is related to the competence and professionalism

of teachers includes:
a) low teacher competence;
b) low motivation to try develop teacher self-quality;
c) uneven distribution of teachers;
d) low awareness and enthusiasm to share knowledge and
experiences;
e) mutation and placement of teachers related to political issues;
f) low ability of teachers write and carry out competency training; and
g) the number of teachers seeking mental easy.

Exercises

1. Teaching, like other professional activities, is a normative

enterprise; it is apt for appraisal according to measures or standards of
goodness or badness, efficiency or inefficiency. However, it may
further the interests of clarity here to distinguish different dimensions
of such normativity, and one way into this is to distinguish the
different kinds of reasons which might be given for judging a teacher
or a particular teaching style as good or bad, effective or ineffective.
In your opinion, what is the correct professionalism based on this
theory?.

2. What is your perception of professional development in teaching?

a. Is it important for you? Please explain it!
b. Have you applied professional development in the real life? Please
give the example?

3. What is an effective strategy in enhancing professional

development?
for educational purposes?

4. What impact has your perception of professional development had

on teacher teaching strategies?

5. What do you think about teachers who must have the ability?
professional teaching in planning, implementing, and evaluating
learning?
a. How is the planning of learning activities that you have developed?
while being a teacher?
b. How is the implementation of the learning that you have applied or
done in classroom?
c. What learning evaluations have you done to support you?
professional teaching? And how?

References

Carr, D. (2006). Professional and personal values and virtues in

education and teaching. Oxford Review of Education,

Danišková, Z. (2014). What prevents teaching from becoming a

profession? Ethics & Bioethics (in Central Europe), 4(3-4), 191-200.

Colnerud, G. (2006). Teacher ethics as a research problem: Syntheses

achieved and new issues. Teachers and Teaching: Theory and
Practice.

Campbell, E. (2013). The virtuous, wise, and knowledgeable teacher:

living the good life as a professional practitioner. educational theory,
 CHAPTER 12
ETHICAL ISSUES CONCERNING
EDUCATION AND SCHOOLING

Objectives:

1. To analyze explain the ethical issues in education and

schooling
2. To explain the ethical issues in education and schooling

In ethical dimension is crucial in our educational system and is

reflected in various legislative texts, both relating to student education
and teacher education, and is deemed essential for professional
performance. Consider the School Law, in which ethical issues relating
to social, spiritual, moral, and civic values are implied as
organizational principles as well as elementary and secondary
education aims.

Examples of Current Ethical Issues in Education

a. Absence of teachers

Teachers serve as role models for pupils and are the most
educated and respected individuals in most rural communities.
Teachers are knowledge spreaders who assist in the
development of students' understanding, attitudes, skills,
learning, and basic values. At the same time, those teachers are
mostly absent from courses, giving children with unfavorable
role models. Because of the high percentage of teacher
 absenteeism, education has become engulfed in corruption.
Besides that, one of the most important causes of education's
ethical decline is teacher absenteeism. It undermines the
school's overall efficacy, lowers students' achievement, harms
the school's reputation, and increases student absenteeism.

b. Corruption

The main source of ethical decline in the educational system is

fast expanding corruption. Corruption was once limited to
government offices, private institutions, and police stations,
among other places. However, corruption has now spread its
roots throughout the educational system. Corruption in the
education sector is described as "the systematic use of public
office for private gain, with a major impact on the availability
and quality of educational goods and services." Bribes and
illegal fees for admission and examination; academic fraud;
withholding teacher salaries; preferential promotion and
placement; charging students for "tutoring" sessions to cover
the curriculum needed to pass mandatory examinations that
should have been taught in the classroom; and infrastructure
work are all examples of corruption in education.

c. Political Meddling

Political influence is largely to blame for the mismanagement

of human resources in education. Political parties frequently
employ numerous teachers as party employees, and these
instructors actively participate in politics. Teachers that are
close to political authorities have a history of wrongdoing and
unethical behavior, such as inconsistent class teaching and
missing school without permission. Political leaders, high-level
bureaucrats, and members of teacher unions all try to influence
teacher recruitment and transfer decisions. Favoritism,
nepotism, and bribery are prominent forms of misconduct in the
appointment, posting, and transfer of teachers. As a result of
political involvement, teachers' moral and ethical commitment
has increasingly waned over time.

d. Unfair Evaluations
 Course evaluations of student learning must be objective, valid,
and fair, yet there are now many elements that may impair
grading fairness. Teachers should also avoid allowing irrelevant
circumstances or personal prejudices to influence how they
grade student assessments. It is currently a big problem in the
sphere of teacher education, with numerous institutions and
colleges receiving unlawful money from aspiring teachers for
evaluation. Also, practical marks are awarded to pupils after
manipulating them in various ways, which causes irritation in
the case of teachers, trainees, and so on, and is the source of
emotional problems.

e. Teacher-Student Boundaries

 Boundaries of Communication

Communication boundaries tended to revolve most

frequently around issues of self-disclosure to pupils. "I
think you really should share as much as you can with
the kids so they can see you as a human being and how
you react to frustration," one participant said. In this
case, the act of modeling emotional management for his
students was the catalyst for self-disclosure.

 Boundaries of Culture

Self-disclosure can be interpreted as a means of cultural

exchange. The majority of respondents reported that
their school districts were shifting to a higher level of
diversity as pupils of various ethnic backgrounds
migrated into their communities. Other than
that, helping pupils comprehend the varied impacts on
not only teachers but also their peers may lead to better
comprehension, interaction, and collaboration in the
classroom as students accept cultural diversity.

 Boundaries of Emotional

Emotional stability, appropriate degrees of emotion

conveyed in the classroom, and comfort levels with the
emotions of others were among the reactions we
encountered. Anger, annoyance, and even hatred, which
 are sometimes viewed as "unpleasant" emotions, were
cited as emotions that should be masked or conveyed
with caution. Participants also discussed emotional
intensity boundaries. There are some emotions that
should not be shared. What is appropriate for one
individual may be very improper for another".

 Boundaries of Relationship

Teacher-student relationships have gotten the most

attention and coverage around the world. There is no
doubt that news stories about intimate teacher-student
relationships have declined in recent years. The
teacher's emotions were tied to a potentially dangerous
student. Teachers must care and be sincere, but they
must not become overly enthusiastic. You should also
have stability in your own life and not entrust it to a
pupil. That is where you would cross the line and
become overly interested.

CONCLUSION

The teacher occupies the center of the knowledge transfer,

skills, and virtues. They are regarded as the foundation of the
educational system. Quality of teachers is thus critical, and it is widely
accepted that it is markedly related to the level of education in general
and students' academic outcomes in particular. It is past time to
investigate the causative factors of declining ethical values in the
educational system. It is necessary to improve the educational system's
ethical principles, philosophy, study, studies, and moral development.

EXERCISES:

1. How should ethical concerns be addressed?

2. How can you determine if something is unethical?

3. How can language influence ethics and ethical decision be

making?
 REFERENCES

Bray, M. 2003. Adverse Effects of Private Supplementary Tutoring:

Dimensions, Implications and Government Responses. Paris: IIEP-
UNESCO.

Hallak, J. and Poisson, M. 2007. Corrupt schools, corrupt universities:

What can be done? Published by International Institute for Educational
Planning, UNESCO.

Patrinos, H. A. and Ruthkagia. 2007. Maximizing the Performance of

Education Systems: The Case of Teacher Absenteeism published in The
Many Faces of Corruption. pp. 63-87.

Rasmi et. al. 2014. Current Ethical Issues in Teacher Education: A

Critical Analysis on Pre-Service and In-service Emerging Teachers.”
American Journal of Educational Research. Vol. 2, no. 12A. pp. 1-7.
doi: 10.12691/education-2-12A-1.
 CHAPTER 13
THE MORALITY OF TESTING AND
ASSESSMENT
Objectives:

1. To explain the differences of testing and assessment

2. To explain the types of assessment

1. Testing

Testing is a component of assessment, but it is simply one

method of acquiring information about a pupil. The goal of
testing is to discover the norm. Assessment involves more than
just testing. The teacher is examining progress over time in a
variety of circumstances.

2. Assessment

Assessment refers to a set of processes by which we

determine and pass judgments on students’ learning potential and
performance’ (Hedge, 2005: 351). It is a multi-faceted concept
relevant to teaching, learners’ needs, and course evaluation
(Baxter 1999). Such concepts of validity, reliability and
 practicality are crucial for conducting effective assessment
procedures (Brown, 2010).

3. Types of Assessment

a. Formative Assessment

Formative assessment is typically an ongoing

procedure that takes place in the classroom and is carried
out by the teacher to offer information about the
development of the students in relation to their defined
needs and course objectives. It is "pedagogically
stimulating" while being less formal because it serves as
the foundation for additional classroom work. (Brown,
2010).
The following variety of formative assessment
approaches are employed for this course's evaluation as
they are mostly focused on skills:

i. Feedback Forms

The performance of the students during the course is

continuously and formatively assessed with the help of periodic
feedback forms (Hughes, 2000). It is occasionally used to allow
students to track their progress and set personal goals (Hedge,
2005).

ii. Self and Peer Assessment Forms

Finding their own and others' strengths and shortcomings

might help them make judgments regarding their language
learning growth (Harris & McCann, 1994; Nunan 1996).
Following a training session on evaluating a sample text,
their forms will finally be compared to those completed by
the teacher in order to alleviate stress and ensure the
reliability and validity of their assessment.

iii. Progress Tests

A progress test was designed to evaluate students'

performance, highlight their accomplishments, and track their
development (Baxter 1999; Hedge, 2000). To get pupils used
 to test tasks, the tasks are taken from previous exam papers.
The two activities also have a high level of face and construct
validity (Brown, 2010), since they assess students' knowledge
and expectations while simulating the final exam.

b. Summative Assessment

Summative assessment is typically done formally,

frequently at the end of a course, in the form of
accomplishment or proficiency examinations to
determine grades and gauge the level of the learners as
well as the overall success of the course (Brown, 2010).
Consequently, it offers broad feedback on learning
outcomes so that future courses can be better planned
(Hughes, 2005). When the course is over, in the following
manner:

i. Achievement Test

Achievement test is an assessment that aim to evaluate a

learner's capacity to create or challenge ideas and practice
techniques like organizing, drafting, and editing to produce a
work of writing that is acceptable in both form and content.
The essay must be referenced using criteria in order for the
evaluation to be as impartial as possible.

c. Formal Assessment

Formal assessment is an assessment that happens

when students are aware that the task, they are
performing is for evaluation purposes, such as a written
examination or an OSCE. Because most formal exams are
summative in nature, they have a larger motivational
influence and are connected with increased stress.Formal
assessments should be held to higher standards of
reliability and validity than informal assessments due to
their involvement in decision-making.

d. Informal Assessment

Informal assessment integrates judgments with

other assignments, such as lecturer comments on a
 question's answer or preceptor feedback delivered while
completing a bedside treatment. Informal evaluation is
most commonly used to provide formative input. As a
result, it is less intimidating and hence less stressful for
the pupil. Informal assessment, on the other hand, is
prone to excessive subjectivity or bias.

e. Continuous Assessment

Continuous assessment is an assessment that takes

place throughout the course of a learning experience.
When student and/or educator knowledge of progress or
achievement is required to identify the next progression
or sequence of activities, continuous assessment is the
best option. Continuous assessment gives information to
both students and teachers in order to improve teaching
and learning in the classroom. Clearly, continual
assessment necessitates additional work on the part of
both the teacher and the student.

f. Final Assessment

Final assessment is an assessment that only done

at the end of a learning activity. It is most suited when
learning can only be assessed as a whole rather than as
individual parts. Final assessment is commonly used for
summative decision-making. Obviously, due to its date,
final assessment cannot be used for formative reasons.

g. Process Assessment

Process assessment is an assessment that focuses

on the processes or procedures that underpin a specific
ability or task, such as the cognitive steps needed in
performing a mathematical operation or the procedure
involved in analysing a blood sample. Process assessment
is most beneficial when a student is learning a new skill
and providing formative comments to help improve
performance because it provides more detailed
information.

h. Product Assessment
 Product assessment is concerned with evaluating
the product or outcome of a procedure. Product
assessment is best suited for demonstrating mastery or
competency in a certain skill, i.e., for summative
purposes. Product assessments are generally easier to
create than product assessments because they simply
require a specification of the finished product's attributes.

i. Divergent Assessment

Divergent assessment is an assessment that must

use in essay tests and solutions to the typical types of
indeterminate issues offered in PBL Divergent
assessments are more authentic and appropriate for
assessing higher cognitive skills. However, these types of
assessments are frequently time consuming to examine,
and the resulting judgements are frequently unreliable.

j. Convergent Assessment

Convergent assessment is an assessment with only

one right answer. Objective test items, for example, show
the significance of this strategy in testing knowledge.
Convergent assessment is easier to review and score than
divergent assessments. Unfortunately, the "ease of use" of
this strategy might lead to its widespread adoption, even
when it is incompatible with acceptable assessment
processes. The ease with which convergent assessment
techniques can be used, in particular, leads to two
common assessment fallacies: the False Quantification
and the Law of the Instrument Fallacy.

4. Goals of Assessment

There are three goals of assessment, namely:

 To provide feedback on learners' progress and to
encourage them to study
 To assess an individual's aptitude or evaluate their
appropriateness for selection
 To demonstrate success to outside parties such as parents,
school boards, and so on.
CONCLUSION

Assessment and testing are two methods for assessing students'

progress in ELT. Assessment, as opposed to testing, can be argued to
provide students and teachers more freedom in performing their skills
with whatever knowledge they have. It is more liberating than timed
exercise. The teacher can learn about the students by seeing them in
class and looking at their work.

EXERCISES:

1. How a test relates to assessment and teaching?

2. How would you make the assessment process more meaningful

and acceptable to students?

3. Why is it critical for teachers to consider assessment before

beginning to organize lessons or projects?

4. How does project-based learning get assessed?

 REFERENCES

Chen, Y. 2006. From Common Use to Specific. The ESP Journal, Vol
1, June, p, 7.

Chambers, F. 1980. A re-evaluation of needs analysis. ESP Journal,

1/1, pp. 25-33.

Ezir, E., n.d. 2013. ASSESSMENT AND TESTING IN ELT: THE DIFFERENCE BETWEEN
ASSESSMENT AND TESTING.

Rajabi, P., and Azarpour, R. 2011. Academic Needs of Iranian

Business Administration Students in ESP Classes.
Contemporary Online LanguageEducation Journal, 1, 20-32.

Tesfaye, T, B. 2003. An Analysis of the need of Evangelical

Theological Colleges in Teaching English: with Reference to
Meserete Kristos College. Unpublishedmaster’s thesis, Addis
Ababa University, Bekele, Ethiopia.

West, R. 1997. Needs Analysis: A State of the Art. In: Howard, R. &
Brown, G. Teacher Education for LSP. Colchester, Multilingual
Matters.
 CHAPTER 14
TANYA’S GROWTH IN PROGRAM
DEVELOPMENT: A CASE STUDY
Elias has missed class for the fifth time this month. When you
ask him, he shakes his head, lowers his eyes, and shrugs one shoulder.
Despite having lived here for a year, his English proficiency is barely
over a level 2. He's outgoing and sociable, and by this point has several
close friends who don't seem to mind his basic English. You know a
little about his background but would like to learn more. You and the
counselor put together the following profile:
When his family was sponsored by a church to travel to
America, Elias was the oldest of five children. His parents had spent
their entire lives in a refugee camp. The church rented a house for his
family, which was far larger and more expensive than they had planned
for or that the family required owing to resettlement agency standards.
The church provided furnishings and paid the rent for six months. They
were confident that the family will be self-sufficient by the end of the
six months.
But it wasn't that easy. Neither parent was able to read or write.
They lacked even the most basic survival abilities. They needed to be
taught the most fundamental chores, such as how to use a washing
machine and how to turn on the stove. The family required rides
everywhere because owning a car was out of the question.
Elias' father acquired a position that didn't need him to speak
English, but he was fired because he was unaccustomed to
responsibility. Elias' mother is lost in thought, looking befuddled and
shell-shocked. She accomplishes little and never smiles because she is
overwhelmed by too many demands and the pace of life in her new
nation. Dad has become depressed and, you suspect, abusive toward
Elias' mother.
The family's English lessons are moving at a painfully slow
pace. The church has continued to help them, but, as is common in
many churches, the core members at the heart of the church family are a
small group, and they are getting exhausted by the family's neediness.
Elias and his sisters are doing well in school. However, these
advances are gradual, and Elias is falling further behind. To make
matters worse, because his parents are frequently helpless, Elias is
frequently taken out of school to translate for his parents at the store as
best he can.
You've been the ELL teacher at this school for six months.
Initially, you assumed you should be teaching the ELL curriculum, but
as time has passed, you have come to realize that you are entirely
accountable for your kids' reading and writing growth. The teachers in
charge of Elias and his sisters have fallen into this trap and have
assigned you the majority of the job. You may confidently state that the
district's only consistency is inconsistency.

The questions are:

1. With a student like Elias, where do you even begin?

2. What are the most important aspects in his situation?

3. What can you do to make his transition easier?

4. What are his priorities at the age of five? Are you eight years
old? Ten? Twelve? Fifteen?

5. How far would your responsibility to Elias and your other pupils
extend if you were his ELL teacher?

6. What are the boundaries of your responsibilities?

7. How far would your obligations extend if you were Elias's

school teacher?

8. What are the boundaries of your responsibilities?

9. How can you work with other teachers and supports to ensure
Elias gets what he needs? When, where, and how are you going
to find the time?