University of Salerno (ITALY)
About this paper:
Appears in: INTED2014 Proceedings
Publication year: 2014
Pages: 2112-2119
ISBN: 978-84-616-8412-0
ISSN: 2340-1079
Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain
The article is a reflection on the professionalism of teachers and its features. The authors wonder if it is possible to outline some characteristics of the teaching role. Teacher’s professionalism changes because of the new educational tasks of society. Today teachers may have new skills, on the institutional side and the new ability to operate in a complex organization, on the pedagogical-didactic side. The research examines an international research program of the European Community, qualitative research, research Talis. The OECD survey Talis, represents the first attempt to analyze the statements of teachers in relation to the work done in school. It is an international investigation that has put in a data base statements of a significant sample of teachers and principals from high school. Subsequently, the article offers a reflection on data of a qualitative research put in place in schools in province of Salerno. The research was on qualitative and quantitative research because it combined two approaches. Chosen method of analysis is the “Grounded Theory” . It’s a research methodology that has a main aim: the interpretation of subtended process of a specific phenomenon. It has a qualitative approach. The Grounded Theory let to researchers to discover the circularity of collecting data and their analysis. The data emerging from this research on professionalism are an opportunity to reflect. We can summarize the collecting date and we can say that teachers think that it necessary have: specific knowledge about the core of teaching subject; methodology to teach, that regards a lot of techniques from brain storming, cooperative learning, laboratory didactic, ecc; relationship with student, whit other teachers, with families and with social contest; skills of assessment, as the skill to reflect on the learning - teaching process the bottom to reprogram the teaching and learning process and the bottom to improve every day this process. At the center of the teaching profession is a public responsibility, which is carried into the work well done, the commitment to the education of boys, and in training people aware and active citizens.

The teaching profession, in this new context, develops in at least three different places:
- In class, in contact with the students, refining the knowledge on learning, the quality of the environment, the care of the report;
- In the school, using the new design space offered by the autonomy, which implies a continuous process of research, planning, self-assessment, it is necessary to know how to design the training action, knowing how to manage flexibility, being able to evaluate the results, and so on.;
- Within the territory in which the teacher works, because here the teacher extends the learning environment for the children but also for teachers, collaborative projects outside born here, making use of new technologies and new virtual environments.

The article concludes that it is not always possible to outline characteristics definitely of the teacher because he is a worker but he works with the human capital that is unpredictable and it is wonderful in its unpredictability.
Teacher role, method teaching, profession quality.