Abstract:

This study is centered on the idea that the reflective capability is one of the most important components of the teacher's professionalism.

Like a theoretical foundation it is briefly described a three-element professionalism Model proposed by the author in which the reflective capacity represents the link between the technology of teaching and the ethical components of teaching. The professional autonomy of the teacher refers both to the personal ability of making operative decisions while working, in the absence of any outer pressure or outer professional opinion, and to the pertinent social responsibility towards the results and quality of the educational practice. We cannot consider the teachers responsible of things over which they do not have any power of decision, because their autonomy has not covered that situation.

The reflective capability represents the mobile element, which facilitates the transition between the educator’s professional conscience and the educator’s professional conduct. We cannot develop any type of firm convictions without resorting to reflection. The reflective capability helps the individual to choose. The capacities that are subsumed to the analytical thinking are not just the ways that could be used for accusing an educator, but as many opportunities not to make professional mistakes. In order to meet the large variety of requirements and to shape up its behavioral offer to diverse challenges, the student teacher must be able to reflect over the meanings of his actions, to be aware of his mission.

The goal of this paper is to present why and how the Critical Thinking educational paradigm and methodology (ex. Luke and Freeboy theory) and the narrative postmodern theories and techniques (ex. Al. MacIntyre, D. Polkinghorne) are useful on developing the commitment to the teaching profession. The professional excellence depends on individuals who take responsibility for acquiring and maintaining professional competence; the teachers have to be reflective practitioners (Schön) and researchers (Smyth, Stenhouse, Elliott) and critical intellectuals (Giroux) because teaching is indeed a moral profession (has inherent ethical dilemmas and the classroom is a moral environment).

The conclusions of this paper could be an answer to the following question: How can we build this commitment if we invoke, in our educational activities, only the reproductive and executive dimensions?

Keywords:

Reflective capability, professional autonomy, teacher professional ethics, social responsibility, commitment.