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Motivation, Preparation, and Conditions for the Entering Teacher

Presented by: Maila Huda Shofyana Pratama Irwin Talenta Yusuf Hidayat (20035121125) (20035121130) (2003512120)

Postgraduate Program Semarang State University

Motivation, Preparation, and Conditions for the Entering Teacher


F O C U S Q U E ST I O N S What are the usual reasons for becoming a teacher, and how do your reasons compare with them? What are the current employment trends for teachers? What salaries and benefits do teachers earn? How do these compare with other occupations? How are teachers prepared? How are they certified? What are the current trends in teacher education? What do teachers find satisfying and dissatisfying about their work? What are some current developments in teacher workforce quality and teaching conditions?

Choosing a Career in Teaching


The path to becoming a teacher starts when you first choose teaching as a career. In this section, well review some motives for choosing a teaching career and the challenges that accompany this choice. Well also examine the growing concern that too few minority college students are becoming teachers.

Motivations for Choosing Teaching


Reasons for teaching Reasons for entering the profession Challenges in teaching all students

Reasons for teaching We have many motives, both idealistic and practical, for choosing a career in teaching. Often, a persons reasons for wanting to teach stem from his or her personal philosophy of education, a topic we will revisit throughout the book. If you are thinking of entering the teaching profession, ask yourself why? Your motives may include:
(1) (2) (3) (4) love of children, desire to impart knowledge, interest in and excitement about teaching, and desire to perform a valuable service to society. Perhaps you hope for job security, pension benefits, and relative ease in preparing for teaching compared with the training required by some other professions.

Reasons for entering the profession

One study asked future teachers from a representative sample of seventy-six schools and colleges of teacher education to state their reasons for selecting the teaching profession. Ninety percent of the respondents cited helping children grow and learn as a reason. Next highest was seems to be a challenging field (63 percent), followed closely by like work conditions (54 percent), inspired by favorite teachers (53 percent), and sense of vocation and honor of teaching (52percent). These reasons resembled those cited in several other studies conducted during the past twenty years. Some of these studies also concluded that admiration for ones elementary and secondary teachers is often important in shaping decisions to become a teacher.1 This chapters From Preservice to Practice box also looks at the reasons people decide to become teachers.

Challenges in teaching all students Many of these jobs will involve working with specialeducation populations, students who are just learning English, and/or distinctive racial or ethnic minority groups with whom you may have had little contact. You probably will be well prepared to teach subject matter in your chosen field, but many of the students you encounter will be performing poorly in reading comprehension and will need much help to improve their understanding and learn how to learn.

Teaching Force Diversity: A Growing Concern Need for teacher diversity This underrepresentation of minority groups in the teaching force is expected to grow even more severe in the future.
Reasons for increasing teacher diversity Increasing teaching force diversity to better reflect the student population is widely viewed as an important goal. Proposals for promoting diversity Officials of the American Association of Colleges of Teacher Education (AACTE) have stated that data on the low proportion of minority teachers constitute a devastating crisis.

Supply/Demand and Salaries


Will you find work as a teacher? How much money will you earn? These two questions are related, following the economic principle of supply and demand. When the supply of teachers exceeds demand, salaries tend to decline. Conversely, high demand and low supply tend to increase salaries.

the social status and prestige

Job Opportunities
1. Changing pattern a. When the post-World II baby boom generation began to produce its own children, a mini baby boom developed. b. A significant proportion of the current teaching force will reach retirement age in the coming decade. c. Educational reformers in many locations are attempting to reduce class size, expand preschool education, place greater emphasis on science and mathematics, and introduce other changes that require more teachers. d. Higher standards for becoming a teacher are limiting the supply.

Opportunities in Nonpublic Schools


Private schools are upgrading their instructional programs, often by hiring more teachers who specialize in such areas as science, math, computers, education of children with disabilities, and bilingual education. Prospective teachers will take certain steps to enhance their opportunities for rewarding employment.

Pay Scales and Trends


Increase in salaries 1. Teacher salaries increase every year 2. teachers have opportunities to supplement their income by supervising after-school programs, athletics, drama, and other extracurricular activities 3. In addition, keep in mind that public-school teachers usually have excellent benefits (such as pensions and health insurance) compared to other workers

Differences among states Teachers' salaries depend residence area


Salaries vary with experience and education The greatest variation in salaries relates to years of experience and education. Teachers with more experience and more education earn more than those with less of either Starting salaries Although a teacher at the top of the salary schedule can earn an attractive salary (especially considering that the academic year is less than ten months long), starting salaries still tend to be lower than in some other professions.

Preparing Teachers
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Evolution of teacher training


The early nineteenth century
approval from a local minister or a board of trustees associated with a religious institution A high school or college diploma was considered unnecessary If you could read, write, and spell and were of good moral character, you could teach school.

1820s
future teachers had begun attending normal schools (discussed in the chapter on Historical Development of American Education)

Today
all public school teachers must be certified. Except for alternative certification or temporary certification

all states require a bachelors degree or five formal certification years of college work for remained unnecessary entrance into teaching

Standards & Assessment


Certification a. Requirements for certification Most states granted certification based on documentation that the candidate possessed appropriate professional preparation and good moral character. However, increasing public dissatisfaction with the quality of education led to changes in certification practices.

b. Renewable certificates In past decades teaching certificates usually were issued for life. Now some states issue certificates valid for only three to five years. Although teachers currently holding life certificates are unaffected, those with renewable certificates usually must furnish proof of positive evaluations or university coursework to have their certificates renewed.

Wide differences among states A. Variation in Certification Requirements Certification requirements vary widely from state to state. The resulting variance in teacher-preparation programs leads to problems in determining how well prepared entering teachers are. The required semester hours in general education

B. Technology training for teachers Computer and Technology Use Most likely, your teacher-education program offers you some training and access to a computer lab. National surveys of teacher-education programs indicate that more than 90 percent have established computer or technology laboratories

Prospective Teachers: Abilities and Testing


Standards & Assessment In recent years, much discussion has centered on improving the quality of the teaching work force, particularly on improving the abilities of prospective teachers and on testing their competence for teaching.

Teacher Abilities
Standardized test scores Discussions of the quality of the teaching work force frequently focus on ability scores derived from standardized tests such as the Scholastic Assessment Test (SAT) and the American College Test (ACT).

Testing Teachers
Testing basic skills Some efforts to improve the teaching force focus on basic skills testing of preservice teachers, new teachers, and sometimes experienced teachers. Criticisms of testing Testing of prospective and current teachers remains a controversial topic. In support of testing Proponents of testing generally counter that all or nearly all teachers must be able to demonstrate that they can function at least at the seventh- or eighth-grade level in reading, writing, and maththe minimum level currently specified on some teststo perform effectively in their jobs.

Job Satisfaction and Dissatisfaction


Teacher Satisfaction National surveys In polls conducted for the Metropolitan Life Insurance Company, teachers have been asked, All in all, how satisfied would you say you are with teaching as a career? Most of the respondents have answered either very satisfied or somewhat satisfied. About half have reported that they were more enthusiastic about teaching than when they began their careers. Furthermore, the percentage of satisfied teachers has increased from 33 percent in 1986 to 56 percent in 2006. Similar results have been documented in several other recent polls

Reasons for satisfaction One important reason for teachers job satisfaction is that they often feel successful in advancing their students learning and growth. Reasons for dissatisfaction Many teachers do, however, report dissatisfaction with their work. Nationwide surveys show that significant percentages believe they have insufficient time for counseling students, planning lessons, and other instructional functions. Other complaints include ambiguity in supervisors expectations; unresponsive administrators, decrepit facilities, and obligations to participate in staff development perceived as irrelevant or ineffective; lack of supplies and equipment; extensive paperwork and record keeping; and insufficient input on organizational decisions. Improvements in teacher salaries and teaching conditions may reduce these aspects of dissatisfaction in the future.

References: Ornstein, Allan C. and Daniel U. Levine. 2008. Foundation of Education, Tenth Edition. USA: Houghton Mifflin Company.

Thank you . . . .

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