The Term ” Teachers as Practitioners” is less feminine. A teacher in the classroom works as a doctor or Psychiatrist with their patients. and in the case of Teacher as a practitioner, the teacher deals with the students. who come to the teacher with their problems. Teacher diagnoses the reason and helps the student to overcome the problems and their weaknesses. These problems may be a deficiency of knowledge or trouble with learning that range from cognitive to emotional to physiological. we can say that Teachers have patients, although we generally call them students.
Teacher’s role as a Practitioner.
When teachers investigate their own practice through research, they become practitioner-researchers. After listening to this term the first thought creates that a teacher or educationist closely tied with the classroom. we typically think about a teacher of K.G to 12th.
Teachers have patients, although we generally call them students. Our “patients” also come to us with problems of one kind or another. Usually a deficiency of knowledge or trouble with learning. Whether in the classroom or outside the class the Teachers as the practitioners must try to diagnose learning difficulties. that range from cognitive to emotional to physiological. The most striking similarity between the medical and the teaching professions is that both require caring practitioners.
When teachers investigate their own practice through research, they become practitioners-researchers. A practitioner-researcher, need to learn that how can the classroom can be turned into a space for change and exploration? How can we move beyond our beliefs and start questioning them, or perhaps, start experimenting with them? What are our ‘why’ questions?
Near to Physican.
physicians usually treat the patient instead of the disease. medicine, specialists in many ways have an easier job because they have fewer options to consider. A general practitioner must try to narrow a set of symptoms into a possible diagnosis and then select which specialist a patient needs to see.
As teachers, we also deal with many students who present nonspecific ailments but still need an accurate diagnosis if they are to be helped. Specialists in discipline might know their content area incredibly well, but knowledge of discipline helps little when dealing with the average patient. In a sense, the best teachers are practitioners: those who diagnose student problems and direct them to the resources that help them remain in school and continue their academic lives.
So many other things get in the way that there isn’t much time left for a careful analysis and reflection between one class and the next. Just think of our routines. In a number of contexts, we tell our students to open their books , to close their books, to work in pairs and then in groups, to answer questions, to repeat words, to hand in their written work, to fill in the gaps, to color and paste, to study for their exams, to sit down, to stand up and to sit up straight. As for ourselves, we are given a course book , an approach, a method, a classroom, and handouts; we are trained to teach the syllabus and meet the deadlines.
The teachers as Practitioners not so much interested in contributing to society. as in contributing to the development of their own students. They are in the profession because they want to be teachers. They enjoy their craft and they are committed to the job. Teachers as Practitioners are also strong believers in the importance of continued professional development. When deciding where to teach, they consider the character of a school including aspects such as student behaviour and attainment.