EDU433 GDB 1 Solution and Discussion



  • Total Marks 5
    Starting Date Friday, August 09, 2019
    Closing Date Sunday, August 18, 2019
    Status Open
    Question Title Professionalism in Teacher Education Programs
    Question Description
    Reference to reading material uploaded in download section titled “Defining Professionalism in Teacher Education Programs”; please answer the following question.

    Q. Differentiate between Professional parameters, professional behaviors and professional responsibilities with two examples of each.

    Read the following instructions carefully before posting your comments:

    You must mention the title of the attempted GDB on top.
    DO NOT write irrelevant.
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    GDB carries 5% weightage.
    Relevant and original ideas written in correct English will be highly appreciated.
    Post your comments on GDB & NOT on the Regular MDB.
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    Comments copied from internet or reading material will be graded poor.

    All the best!



  • The principle of professionalism is a standard of personal conduct by a professional in his business dealings. While guidelines for acceptable and expected behavior vary from industry to industry, personal principles typically focus on ethics, code of conduct, appropriate personal interactions and workplace integrity.



  • I will maintain public trust and confidence in the teaching profession by:

    1. demonstrating a commitment to providing high-quality and effective teaching
    2. engaging in professional, respectful and collaborative relationships with colleagues
    3. demonstrating a high standard of professional behaviour and integrity
    4. demonstrating a commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in the learning environment
    5. contributing to a professional culture that supports and upholds this Code.


  • This resource provides positive examples of what the principles of the commitment statements might look like in practice. It also gives examples of behaviour that is unacceptable and would be in breach of these expectations. These examples aim to support professional learning conversations among colleagues and leaders so there is a common understanding of what it means to be part of the teaching profession.The positive examples in this guidance are not to be used as a check list to be assessed on or measured against. Rather, they are intended to clarify what the overarching Code principles might look like in practice, which on their own are very broad statements of expected professional behaviour. Likewise, the examples of unacceptable behaviour are neither definitive nor exhaustive. No code can list all behaviours expected of us or define how every situation should be managed. Other unacceptable behaviour, even if not listed, may still be in breach of the Code.Teachers face complex ethical dilemmas and professional tensions every day. The overarching expectation is that every teacher will apply high professional standards and sound ethical decision-making in all their work. In doing so, they will act in a way that upholds the reputation of the teaching profession, and maintains the trust and confidence of learners, their families and whānau and the public.



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