CULTURAL BELIEVES AND VALUES
CULTURAL BELIEVES AND VALUES
Teaching, like any other profession, has its own culture and beliefs that revolve around it. The teaching culture and belief take different dimensions. The teaching profession is broad in its perspective and sense. It may sound to many as if limited to giving students lectures. The logic goes beyond this to its primary laws and the teaching practices that regulate the profession. Even so, many outlooks the cultures and beliefs that impact a lot in the teaching profession. Teaching culture and ideas are what differentiates a teacher from other professionals. These factors influence the kind of norms, behaviors, codes of conduct, and the general appearance of a professional significantly (Schein, 2010). The culture and beliefs go hand in hand with teaching professional ethics. This touches on how to deal with students—the mode of teaching in both curriculum and co-curricular activities. Teachers’ beliefs and practices touch on various dimensions, with the main touching on instructional quality. A quality instructional strategy builds on students’ needs without overlooking the teacher’s culture, background, beliefs and attitude, and the school’s background. The teaching profession culture’s overall structure lies in Dignity, fairness, truthfulness, and responsibility in teachers’ competence and classroom practice (Trumbull, 2020). In some instances, these cultures override. To some, the practice involves a teacher giving instructions to students based on direct transmission of knowledge. This aims at providing the correct way to correct solutions on problems to students.
Nevertheless, the other considers and involves the student in the process of finding knowledge. In general, teaching is highly influenced by the cultural beliefs and values that revolve around the teaching process. In most instances, this dictates the kind of environment between teacher-student relationships and the type of grades to be made.
The mode of transmission of knowledge
This takes two great forms; one on integrating student in learning as a part of Knowledge finding or two dealing with them as pure receivers of knowledge and subject instructions only. These two cultures create two different types of environments of interaction between teachers and students. The former creates a friendly atmosphere while the latter creates a dictating climate (Trumbull, 2020). Either choice positively influences the teacher-student relationship. The teacher’s primary goal is to pass knowledge to the students, and either way is right, though they have different impacts. I try to imagine being too close to students and highly friendly, causing severe disciplinary issues. This is common when students get used to a teacher and develop a joke around tendency. On the other side I feel being too dictatorial may create a harsh environment for students and destroy their concentration and, consequently, the grades. Eventually, this may ruin the whole teaching process.
Teachers background and beliefs
To some levels, teachers, I have always felt that teachers’ backgrounds should be managed to marry the student’s needs and the overall school’s environment and beliefs. The possibility of incorporating my culture and beliefs to others is always very compromised. Some schools advocated values and teaching practices may collide in one way or another with the overall school’s ideas. This may create hardships to the teacher or may, if not controlled, cause a significant failure in the primary role of acknowledging the students. This is a vital factor in teachers’ personality and calls for every stakeholder’s attention to avoid severe disappointment is ever too serious about extending many imaginations in my mind over what can happen to me when I am joining the teaching world. This affects new teachers’ lives while trying to cope with school teaching culture and should be of great attention to the large school society to appropriately orient new teachers.
Professional attributes and values
Teachers, professional values call for high degree personal values and a code of conduct. Teachers should be motivation by nature. With this grooming and type, the dressing should be experienced by default. This is advocated as teachers are known to belong in the first line of mentors. It is highly likely that whatever a teacher does, their student will cope with that case attributes, and personal values are factors of great concern and not subject to challenge. Therefore, this calls for a high degree of dignity, respect, and personal responsibility.
Culture of continuous assessment
This is a culture that calls for teacher time to time analysis of their achievements. Teachers from time to time are required to evaluate their contribution to their subjects. The teacher’s teaching impact is always a great manifestation of improved performance and probably new transmission of knowledge and matter for future reference records (Brinkmann, 2019). Once being in the system, I see outstanding performance from this kind of motivation as I will be struggling to achieve more and more.
In conclusion, teaching is one of the most wanting profession. It bears many cultural practices in it, most of which are built on fundamental teaching values such as dignity, fairness, truthfulness, freedom, and responsibility. Any teacher owes much in practicing these values and cultural beliefs. Failure or any action amounting to ignorance of these values can be a severe problem to the school’s overall teaching system. This may amount to losing the primary goal of educating the students, and therefore, the whole meaning of teaching loses value.
Brinkmann, S. (2019). Teachers’ beliefs and educational reform in India: from ‘learner-centred’ to ‘learning-centered’ education. Comparative education, 55(1), 9-29.
Schein, E. H. (2010). Organizational culture and leadership (Vol. 2). John Wiley & Sons.
Trumbull, E., Greenfield, P. M., Rothstein-Fisch, C., Maynard, A. E., Quiroz, B., & Yuan, Q. (2020). From Altered Perceptions to Altered Practice: Teachers Bridge Cultures in the Classroom. School Community Journal, 30(1), 243-266.
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