The teaching profession: towards a reconceptualization

To date, the teaching profession remains a fundamental part of the education system. We can say, without fear of being mistaken, that a great part of the responsibility lies with them in accompanying children and young people in the process of learning those competences essential to be able to become active, participative and committed citizens with society.

The teaching profession

However, in an increasingly globalized world like this, educative functions must be reformulated to better address the challenges of the realities that come together in school. The expansion of access to compulsory education for other sectors of the population, the inclusion of new  technologies, changes in family models, new demands in the workplace, etc. require a flexible response from the faculty and that meets the needs that arise around these changes and the scenarios they pose.

However, the complexity faced by teachers and teachers has not found a clear correspondence:

  1. a) In the scenarios produced by innovation in the educational field.
  2. b) In the models of initial formation and professional development that could provide them with the tools and incentives to face with assurance their daily activity and make it attractive.

There is a growing need for recognition of the work of teachers (so complex and demanding) because society increasingly gives them greater responsibility while reducing their visibility.

The accumulation of problems arising from meeting the new social demands under the umbrella of obsolete models has led to the “normalization “of these problems as the teaching activity was questioned. An example of this can be the teaching of contents that do not connect with the reality of the students and that is carried out with the only purpose of which the students go to the next school level.

When a student sees that the contents do not connect with their reality and that the teacher does not strive to build that bridge, the student ends up getting bored, dispersing their attention and underestimating the work of the professional. He realizes that it is not important and that he can get the information that the teacher offers him, using other means more attractive and enjoyable and, therefore, thinks that he is wasting time without being brought anything new.

The new responsibilities and the professional improvement of the teacher require, therefore, a re-conceptualization of the profession and the way in which we prepare a new generation of teachers. To do this, a number of considerations must be taken into account:

– Recognize and vindicate the teaching profession to endow it with the power of which it lacks at present. Recognize in turn the work of the teacher as a continuous process based on specialized knowledge and skills.

– Teachers should adopt guidance to investigate pedagogical issues and critically use evidence-based knowledge

To inform professional practice.

– Accept responsibility for the academic and emotional results of their students and the setting of realistic goals, structuring the empowerment of learning environments, facilitating and guiding students.

– Require the participation of stakeholders in education and non-educational communities to work collaboratively and ensure that educational reforms and efforts remain relevant and persistent in society.

– It requires the commitment of the teachers for the continuous learning, directed towards the improvement of students’ results and the strengthening of their professional identity.

To complete the information today I propose a video with slides that tell us about the importance of the teaching profession.