Table of contentsPersonal reflection on the professional identity of teachersThe place and roles of teachers in educationWhat are the skills of new teachers?Issues affecting the professionalism and teacher identity in South AfricaIn conclusionReferencesThe identity of an educator is formed by one's own perception of education which is formed by one's own school years, the school environment one is placed in, the teachers and the parents one comes into contact with, the support and advice one receives as well as the self-confidence. ability. It is thus shaped by internal perceptions and concepts as well as by the external experiences mentioned above. How does a teacher's conception of his or her identity and role as a teacher affect his or her approach to school? Some of the issues affecting teachers' professional identity will be explored in the essay with examples of personal experiences and reflections. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essayPersonal reflection on teachers' professional identityIdentity is never fixed but appears to be a continuous invention and critical reinvention of one's experiences with others and in different situations. There are also others' expectations of what makes a "good" teacher and one's own educational ideals. A teacher's professional identity can be shaped by the specific location of the school in which he or she works, that school's policies, colleagues, classrooms, availability of resources and materials, and learners. and their parents. As Deacon reflects, the characteristics of a teacher's professional identity are not just about subject-related factors and theoretical knowledge, but about a deep understanding of what that teacher teaches, in other words, what It is not who you are, but what you know and what you have learned throughout your life. . When the focus is on the practical knowledge and experience gained in a person's life, this deep understanding that Deacon refers to is reflected in the way she teaches. This in turn creates a deeper level of engagement with students, better communication as well as the creation of lessons that grab attention and inspire involvement. My current identity as a teacher, which I know will be reinvented as I grow, is formed by my parents (who were both in education), my schooling, my training in psychology as well as my work experience in the corporate sector over the last 10 years. Deacon highlights characteristics of teachers' professional identity such as the confidence we have as subject matter, pedagogical, and didactic experts. My confidence comes from my background in psychology which gives me solid knowledge of human behavior as well as human development. Although I have little practical experience currently, my years in the corporate world have given me the maturity to realize what my passion is and that I want to make a difference rather than make money. During this growth phase of my career, readings like Jansen's Great South African Teachers have given some guidelines on what I aspire to and what I see as my role as a teacher. As a teacher, being a subject matter expert is non-negotiable. Being a specialist in the subjects you teach makes you aresource teacher. As Jansen also points out, the deeper your understanding of a topic, the better you'll be able to teach it in simpler and more creative ways, making it fun for learners. Being the go-to person has always been a great motivation for me. It will be the same in my teaching career. Mentoring and being an example to inspire, even if it is just one learner, is a great encouragement. The focus would be on the overall well-being of learners, viewing each child as an individual and treating them with care and compassion. Respect is absolute. Respect builds character and self-pride. Jansen speaks of the “Soft-Disciplinarian”. Children need boundaries and rules to thrive, but the new generation wants a say, not only in learning, but also in punishments and limits. They want to work alongside an educator who commands respect, not imposes authority. The final relevant feature of Jansen's book was being an "extended relative." Learners should feel safe in your classroom, that they matter and that they are cared for. Creating such an environment will be of great importance to me. Following the above, emphasis should also be placed on learners' understanding and acquisition as generations change. Educators must evolve and continue to learn not only in their pedagogical knowledge, but also in their understanding of the learners we teach. Coetzee et al. highlighted the need for educators to evolve their approaches to ensure success in the educational environment. Pedagogy, resources, and educator tools must adapt to the ever-changing strength of today's learners. To help educators understand, engage and connect with contemporary youth, Coetzee, et al. talked about understanding where they come from, what their learning style is like, and how to engage and motivate them. These strategies demonstrate the role of an educator as being adaptable to change. As the Department of Further Education and Training has made clear, the requirements listed for teachers are rarely fully met by teachers. When a person decides to become a teacher and this decision is based on, for example, an intrinsic need for public service or altruism, that teacher will naturally be inclined to take on a role of responsibility towards others, to create a supportive environment and empowering, to identify and to act. on the needs of learners and others they encounter. Such a person will automatically want to understand the community, the issues facing it, know the parents and the family environment in order to also assume a caring role in their practice. Choosing to teach as a profession should be done for the right reasons. The Place and Roles of Teachers in Education The roles of teachers listed in the DBET are widespread and some will only develop over time through continued involvement. For a teacher to feel comfortable in the subject, discipline or phase in which they teach and integrate the right approach to teaching and learning in their specific context, they will need a great deal of understanding and knowledge as well as practical experience. relationship. Especially in South Africa, it is of utmost importance that a teacher is sensitive to the diverse needs of learners. Learners from very different cultures, homes, communities and socio-economic backgrounds create many barriers tolearning. These factors exclude physical, mental and learning disorders which also occur. Teachers are expected to be able to design learning environments that take into account all of these different needs. Some classes have more than 40 learners at a time, making it seem like an impossible task. In the South African context, being an excellent mediator is crucial for all teachers. Keeping the above in mind, one must have appropriate subject, pedagogy and curriculum knowledge, combined with the experience a teacher needs to be able to use the appropriate tools. resources, take into account the specific learning context and plan the pace and sequence of learning while keeping the learners and the subject in mind. This is a skill and role that requires a passion for the subject and for teaching as well as extensive knowledge and experience to master. Teachers must be decision-makers, managers, disciplines and administrators while always remaining democratic and objective. Flexibility due to ever-changing circumstances and needs is the order of the day. It is overwhelming to expect a new student teacher to fill all of these roles. The schools I taught in were financially well off, had all the necessary resources and materials and the culture was predominantly white, Afrikaans and English speaking learners and teachers. Having experienced colleagues and mentors to learn from gives me an advantage. Many teachers with years of experience in less rich fields have had no mentoring or guidance and are doing their best. In any career, continued growth and personal development are encouraged. Education legislation is constantly evolving, the topics and what we know will always change and develop. Diversity, particularly in South Africa and given our history, will mature. In education we work with people who are not the same as before, this in itself is very important for the teaching profession. What are the skills of new teachers? When newly qualified teachers enter the world of work, they need specific skills. To me, the list is something to aspire to and not all skills will be evident once a teacher completes their training. For me, it's more of a wish list. Entering the school space, a teacher must have solid knowledge in the subjects he plans to teach. As mentioned in Jansen, being a specialist will make planning, explaining and teaching a subject easier if knowledge of it is integrated. For teachers to adapt their teaching to the needs of the learners in a class, one would first need to know about such a class. It would take time to identify these needs, but there should be a good knowledge of how to identify these needs, arising from the qualification itself. Communication is important in any job position. Being a mediator and supporting learners in their learning is essential. As an educator, we must give our opinion, anticipate obstacles and solve problems. Classroom management and learner discipline, even for experienced teachers, remains a challenge due to various issues other than our diversity in South Africa. Strong subject, assessment, pedagogical and curricular knowledge affects the quality of learning. A teacher with good knowledgein the subject will be able to assess in diverse and reliable ways and use this information to improve their own teaching. Knowledge of the curriculum is non-negotiable. As the DHET clearly states, a teacher must be able to unpack the content, use the available materials and plan, design and execute lessons accordingly. Due to our political context and changes, our education system has had to adapt to different cultures and learners from different countries. different environments within the same class and the same school, particularly in the most disadvantaged areas. Understanding diversity in the South African context involves knowing the community and being able to identify social issues that some learners might face. Again, as a new student teacher, this is something that everyone in South Africa is aware of but doesn't necessarily understand. With experience, understanding will grow and social problems will be easier to identify. Finally, behaving according to your core values ​​and acting as a professional at all times can be difficult at times, but it will earn the respect of colleagues and learners and in turn become part of your identity. Deacon, talks about the skills of newly-minted teachers qualified listed in the Official Gazette of 2015 because it refers to the fact that collaboration with the knowledge of a teacher, a deep understanding of what he teaches, knowledge of the minds of children and their way of thinking, Engaging and communicating with learners, problem solving, and being able to plan and execute interesting and relevant lessons are great skills to learn, with some taking longer to develop than others. Issues Affecting Teacher Professionalism and Identity in SADeacon talks about the fact that identity changes over time. He mentions that he is formed by different cultures and contexts. In South Africa this could not be more true. Our past brings certain historical burdens to our education system. The study carried out by Hoffman et al. helped us understand the perception of the role of teachers in different environments such as funded and unfunded schools. Hoffman et al. identified how race, gender and class shape a teacher's understanding of their role and how fee-paying and free schools operate. Free schools lack institutional support from the state and the public. The teachers there assume the role of care agents, have very little pedagogical knowledge and do not consider their role to be prestigious. The more obstacles a teacher faces, the greater the impact on their conception of professionalism. When Deacon spoke about the influences on teacher identity, he mentioned the fact that in South Africa, teachers are paid on a scale based on certain levels. This means that some teachers receive the same salary whether they have many years or only one year of experience and whether they are considered good or bad educators. This leads teachers to accept that even if they try harder than others, there is no incentive. And some educators will do the bare minimum because they know there is no carrot at the end of the stick. This factor is one of the reasons why I do not consider teaching as a professional career compared to that of a doctor or psychologist. The status of a teacher is influenced by the state and the public and many consider it a thankless job. Where its importance is vital in shaping our future generations. The ministry, 71(4), 503-521.