Roles of teachers

The role of teachers in the 21st century
22 octobre 2009

In the fast changing world of the early 21st century public education is also changing. As part of the changes the role of schools and education will also be different both in the educational system and in the society. Together with them the role of teachers will also change. In this article i am examining how the new social challenges and demands towards education and teacher's as an icon of change in 21st centuary. With the societal dinamism, teachers change  schools into institutions with modern aims and social contracts.

There have been a great number of changes in education systems worldwide recently. However, in Nigeria we experienced a great change with the enlargement of the European Union and its consequences. The European Union has published several papers on the future of education, both at compulsory and higher education levels1. In this essay we are going to examine the influence of the changes and its consequences on teachers in compulsory education.
If we aim to have a closer look at the characteristic features of the changes, we have to examine what they are. What everybody can see at first sight is that not only European societies, but also their schools went through relevant changes. Schools used to be the source of knowledge, a place where children were educated more or less without parental control. Schools used to prepare learners for exams (both final exams in secondary education and entrance exams for university admissions). Thus, teaching was mostly exam preparation or exam training, especially in the final years of the secondary schools.
Together with the changes, new expectations appeared towards our schools. Nowadays schools need to teach their learners how to gain information and how to select and use them. This happens so quickly that students learn how to use the Internet together with their teachers. Parents are involved in decision-making so they take part in the life of the school. It is no longer enough to send the kids to school in the morning, pick them up in the afternoon. Parents have to have a view of what is happening in the educational institution. Exam preparation is still important, but for example in Hungary the entrance exams are ‘past tense', the final examinations (matura) have changed, and the concept of learning to learn has slowly become a very important element of teachers' job.
The changes that took place in schools have changed the roles of teachers, too. In the past teachers used to be the major source of knowledge, the leader and educator of their students' school life. Teachers would organise after-school activities. They used to be the authority in the class and often took over the role of parents. Nowadays, teachers provide information and show their students how to tackle them. Although they are still considered to be a kind of leader in the class, they can be thought of as facilitators in the learning process. They are supporters rather than educators and also advisors towards parents.
If we focus on the teaching process, we still realise that there are a great number of changes in this field as well, and all of them have an influence on the role of teachers. First of all, teachers in modern classrooms are no longer lecturers, they are facilitators, their main task is to set goals and organise the learning process accordingly. Then, in the past, teachers used to follow a syllabus which was compulsory for them. Nowadays, teachers have a National Curriculum, a Core Curriculum and a local (school) curriculum that they have to consider, but - on the other hand - they have independence to choose the teaching materials (textbook), make up a syllabus of their own and teach their pupils so that they can perform well both at examinations and in life. Curriculum design is a task teachers have to be prepared for, although the present generation of teachers has been growing into making up syllabi for years.
Another difference between the past and present tasks of teachers is represented by the technical background they need to be able to use and handle effectively (computer, photocopier, power point, projectors, etc). Instead of teaching chalk face, they need to be an information technology expert, a technician or/and a photocopy master.
One of the biggest challenges for teachers is that their role in the school management has also changed. The school needs them as individuals, who can make decisions and cope with the stress of the changing world of schools. At the same time teachers need to be able to work in teams, co-operate with colleagues and parents, they have to write projects to gain money for the school programmes, they have to be PR experts and need to do all these things for a modest monthly income.
The main question is how these changes manifest themselves for the society, for the participants (teachers, learners, parents) of education. One of the mentioned European Union documents deals with teachers' role in the changing process.2 This summarises the characteristic features of future teachers who are to face a brand new situation in future education. According to the document, teachers realize the changes, but it is not sure whether they are able to face the new requirements or not. In the EU documents, a great emphasis is placed on both initial and in-service teacher education programs which are to prepare teachers to meet new demands.
Teachers' knowledge base
All the above-mentioned changes have a common root. They show that it is not enough for teachers to be masters of their profession ; they also have to be the artist of it. But what is the difference between a master and an artist ? How can a teacher be both ? What are the characteristic features of god or bad teachers/teaching ? This is an evergreen question which often cannot be answered without understanding the real contexts of teaching. However, researchers have examined and described the different components of teachers' knowledge (like Roberts : 1998), the characteristic features of teachers (Hargreaves & Fullan : 1992, Falus : 1998). They have come up with the importance of content knowledge (teachers' subjects), pedagogic content knowledge (how to adapt content to the learners), general pedagogic knowledge (e.g. classroom management), curricular knowledge, contextual knowledge (the context of teaching : community expectations) and process knowledge (learning skills, observation skills, etc.). Among the characteristic features, cooperation, flexibility and the ability to relate learners appear rather important.
Teachers' needs and expectations
In the first years of the 21st century, 500 teachers have been asked to fill in a questionnaire about their teaching practices and professional needs in the southern region of Hungary3. The teachers were subject teachers of foreign languages and primary classroom teachers prepared for foreign language teaching to young learners. The main aim was to explore the differences in the ideas and practices of language teachers with different training backgrounds. Three hundred and twenty-five questionnaires were returned and a small section of the r esults will be presented here. The questionnaire included two groups of questions which aimed to reveal teacher's thoughts on the characteristic features of a good language teacher and their teaching arsenal (methods and aids they use). They were also asked about the professional needs of practising teachers. We would like to give a glance on the relationship between the answers of practising teachers and the image of future teachers in EU documents.
Surwey Question No. 4 : What are the characteristic features of good language teachers ?
On answering this question, teachers were asked to mark the 5 most important features of good language teachers out of 16. About half of the offered answers were characteristic features of teachers in general. Most teachers marked elements like good teachers ‘can explain well', ‘use relevant teaching aids', ‘make the learners work hard', ‘prepare for the lessons', ‘teach about the target language culture', etc. Teachers showed priority to content knowledge (their subject) over the general characteristic features like ‘empathy' or ‘creativity‘.
More precisely, out of all the received answers, 50 % of the teachers marked only characteristic features of a language teacher (rather than general pedagogic features). About 90 % marked ‘good target language competence'. If we examine the elements provided for teachers to choose one by one, we can see that 82 % of respondents think good language teaching methodology is very important. ‘Openness' and ‘empathy' were among the 5 most important features only in 32-34 % of the answers. The characteristic features of modern professional teachers such as open character, empathy, motivation, etc. were ranked at the back of the list. The questionnaire results reveal that language teachers think that content knowledge is by far the most important, while pedagogic knowledge and methodology are not so relevant. It is a striking point in the light of the European Union documents and, also, according to some Hungarian experts who write about the most important features of teaches. Bárdos (1985), for example, as early as 1985, expressed very similar ideas to the EU documents. He says that the characteristic features of teachers shine through their content knowledge and determine the quality of teaching. Other Hungarian researchers like Mihály (2002), Petneki (2002), Poór (2003) and Nikolov (2003) - at the time of data collection - summarise the expectations towards future teachers, and they claim that future teachers need to be open towards the needs of the learners ; they should be innovative and creative.
Survey Question No. 5 : What are teachers' needs in in-service teacher training ?
First we thought that the answer to this question would show how much teachers are aware of the fact that education and society and the requirements towards teaching are in the process of change. According to the questionnaire results, teachers think that computer skills are very important for them (47 % of the answers would need a good computer course). It is also interesting that 43 % of the answerers (who are foreign language teachers by profession) think they need to learn of another foreign language. About 31 % of the answers say that an up-to-date foreign language teaching methodology course could be useful, and 27 % would like to improve their target language skills. About one third of the answerers think that syllabus-design (planning), textbook evaluation and classroom techniques are necessary for their development as practising teachers. Another interesting feature of the answers was that 29 % of the teachers would need self-management training.
Some of the answers (computer skills, methodology course, etc.) will definitely be very important in the future, and some of them are already part of our everyday teaching life (computer skills and foreign languages). They refer to the fact that teachers are mostly interested in practical, 'right-into-teaching' skills. These answers also reveal that the answerers are not very good at computing and they do not speak (more than one) foreign languages.
On the other hand, we can say that skills and competences which seem to be fairly important in the near future in education do not really appear among the needs of practising teachers. As we asked and interviewed some final year undergraduates as well in the data collection process, we can say that there are no significant differences between the needs of practising teachers and teachers-to-be undergraduates. Neither of the groups of teachers feels that convertible and renewable content knowledge, open and pedagogically well-trained teachers are the key figures of the future education.
Teacher Education for the Future
In my view, teacher education - rather than teacher training - needs to change in the near future. Some experts say it is too late to begin the changes, as we need new competencies in teaching right now. However, if teacher education in Hungary follows its best tradition, and it remains practical, flexible and child-centred, there is a hope that the next generation of learners will get the support and skills they need in life during their schooling years from their own teachers.
The need of a generation of teachers who aim to develop learners instead of teaching them, who help their pupils to become independent (learning to learn), who provide students with motivation and interest for life-long learning and urge them to become autonomous learners, is essential in the education of the future.
The responsibility of governments, higher education institutions, and mostly teacher educators both in pre-and in-service education, is huge. European Union member states take part in several projects which help us to prepare for taking the responsibility in achieving relevant change.
Internet Sources
Common European Principles for Teacher Competences and Qualifications
Teachers for Tomorrow's Schools (1993)

Notes
1 See Sources.
2 'Teachers meeting the challenge of change' 1998. www.teachnet.gov.uk ; see other in sources.
3 Ujlakyné Szűcs Éva (2006), The Role of ELT Teacher Training to Young Learners in Lower Primary Teacher Education, Unpublished PhD dissertation.
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TEACHER AS AN ICON OF CHANGE IN 21ST CENTURY

TEACHER AS AN ICON OF CHANGE IN 21ST CENTURY BY: MALLO Isa

INTRODUCTION

Teachers are an extremely important asset for every society, they define the societal dreams into reality through  educating youths of such society who in turn become the leaders of the next generation of people, these teaming educated and critical thinkers, plays an important role in developing the country, built character  as a good citizen of any nation. Teachers educate the kids in their most impressionable years, which stay with these kids for the rest of their lives. APJ Abdul Kalam said “A teacher is a beacon light that acts as a lighthouse to guide the stranded students in the sea of life and they should work as the role model for their students in order to achieve the all-round development of the children”. Teachers are the real nation builders who enrich a young generation of children so that the future is a safe, secure and great place to live in for every person in the society. On the other hand, Icon of change is someone who intentionally or indirectly causes or accelerates social, cultural or behavioral change. He sees opportunities for positive change that others do not see. A French novelist Marcel Proust, famously said, "The real act of discovery consists not in finding new lands but in seeing with new eyes." The most successful change ICONS don't do more, they do differently. They redefine the terms of education by embracing critical thinking and creative approach with a new deal, new hope and new sense of common purpose. That is a true change ICON.

THE 21st CENTURY TEACHER

What does it mean to be a 21st century teacher? You may have heard the term “21st century” being tossed around in the media referring to what’s cutting edge in education. Beyond being up-to-date with the latest in technology in the classroom, what does a 21st century teacher actually look like? Here we will take a look at a few of the key characteristics of a 21st century TEACHER AS AN ICON OF CHANGE and some applicable teaching strategies.

WHAT MAKES A 21ST CENTURY TEACHER AN ICON OF CHANGE

The 21st century teacher looks forward to the future. They are aware of the ever-changing trends in technology and are in tune of what the future may bring to education.

A good 21st century teacher is aware of the career opportunities that will be in the coming years for their students, and are always advocating towards forward thinking and planning to ensure all students will not be left behind.

The 21st century teacher must use teaching strategies to ensure that the focus in education is on preparing today’s children for the future of where they will live and where they will work, not for our current world.

TECHNOLOGY APPLICATION BY THE 21ST CENTURY TEACHER

Technology in the classroom is ever-changing and moving at a rapid pace.

The 21st century teacher is one that moves right along with it. Technology in the classroom, whether it’s for lessons, assignments, or grading, can help students learn better and faster, and help make a teacher’s time more effective.

A 21st century teacher does not have to have a class set of tablets in every child’s hand, or the latest Smartboard. But they can have a nice balance of educational tools in their classroom.

An effective 21st teachers knows what technology in the classroom can truly help transform their students’ education. They know what the best tools are, and how and when to use them.

An effective 21st century teacher must be able to collaborate and work well in a team. Working with others is an important 21st century skill. Over the past few years, being able to collaborate effectively in the workplace has grown quite rapidly. Learning is deemed to be more effective when you can share your ideas and knowledge with others. Sharing your expertise and experience, communicating and learning from others, and being able to self-reflect is an important part of the learning and teaching process.

A 21st century teacher is able to adapt to whatever comes their way. Teaching is a career that has pretty much stayed the same over the past few decades. The tools have changed over the years (Smartboards have replaced chalkboards, tablets have replaced textbooks) but the practice has not.

The 21st century teacher is able to look at their practice and adapt based on the needs of their students. They must be able to adapt their teaching style to include different modes of learning, adapt when a lesson fails, and adapt to new technology. They must be able to adapt to the curriculum and the requirements and be able to use their imagination to teach in creative ways.

The 21st century educator is a lifelong learner. They don’t just expect their students to be lifelong learners, but they too stay current and on top of what’s new in education. Even though they may still use the same lesson plan from years before, they know how to change it to keep up-to-date with what is current. A great educator will not only embrace technology, but be willing to learn more about it.

21ST CENTURY TEACHER ADVOCATES HIS PROFESSION

It’s a critical time in education and how it and teachers are being perceived. With the common core being implemented and judged, the teaching profession is being met with a close eye now more than ever before. Instead of sitting back, a 21st century takes a stand for themselves and advocates for their profession. They pay close attention to the important issues and talk about them with their community. They keep parents and students informed on what’s going on in education and address on issues head on.

21st Century learning means teaching just as you have done in the past centuries, but with way better tools.  Today’s teachers have a great advantage, they have powerful learning tools at their disposal that they didn’t have before.

21st Century technology is an opportunity for students to acquire more knowledge. Teachers have the ability to move away from being the dispenser of information to someone who can guide them and prepare them for their future. Ultimately, the 21st century learner will be “learner-driven,” where they choose how and what they want to learn. The teacher will serve as a facilitator and guide to help embrace 21st century learning.

CONCLUSION

Conclcusively, Teachers being the ICONS of change in our society. They teach students very carefully and sincerely just like their own children. It is well said that teachers are great than the parents. Parents give birth to a child whereas teachers shape his/her character and make their future bright, parents are responsible for giving children love and quality care however, teachers are responsible for making whole the future bright and successful to them. They make the children know the  importance of education in their lives through their continuous efforts. They are the source of inspirations which will help them to go ahead and get a successful future. They motivate children  towards study by giving examples of great personalities all over the world. They make them so strong and prepare them to withstand any obstacle life might confront them. They become full of immense knowledge and wisdom using which they nourish their  lives.

REFERENCE

Lessons & Shared Resources
By Teachers, For Teachers By: Janelle Cox

MESSAGE FROM THE OFFICE OF UNIJOS ALUTA PARROT

 UNIVERSITY OF JOS
 STUDENT UNION GOVERNMENT
 OFFICE OF THE PRO
Date:22/11/2016 Ref:SUG/PRO/30

This is to inform all Students of University Of Jos that in respite to the rumor making the round on the purported strike to be embarked on by ASUU, the following clarity is made thus;

1. That the warning industrial action embarked on by ASUU last week Wednesday 16th November 2016, Will Officially end at Midnight Today, Tuesday 22nd November 2016.

2. That All Lectures will commence As soon as The Action Ends pending any further Communication from ASUU.

3. Students are hereby advised to disregard any malicious rumor about any strike to be embark on later this month. It is a conscious attempt to bring about pandemonium and civil unrest on Campus. 
Thank you and Please Spread the Gospel.

FOR THE UNION MAKES US STRONG.

Signed: Comr Emmanuel C Jesse(Uncle Parrot) Unijos SUG PRO.

SOCIAL MEDIA USAGE IN DISTANCE EDUCATION IN THE CHAGING WORLD

SOCIAL MEDIA USAGE AND SUSTAINABLE NATIONAL DEVELOPMENT: EMERGING ISSUE FOR NIGERIAN EDUCATION IN THE CHANGING WORLD
OGUNDELE, Michael Olarewaju (Ph.D)
&
MALLO, Isa
Michogun63@gmail.com malloibk@gmail.com
Department of Educational Foundations
University of Jos

ABSTRACT
The chapter examined the social media usage for sustainable national development of students as an emerging issue for Nigerian educational development in the changing world. The chapter however explained the concepts and the types of social media, the ways of usage by the teachers and the students, the concepts and features of the enhance world and how the youths in the modern lime mate use of social media in the society to enhance effective sustainable national development in the changing world. The study also investigated the problems militating against effective social media usage in the school system Furthermore, the strategies for integrating social media usage for sustainable national development in the changing of Nigerian education system in the changing world was also explored. Finally conclusion and recommendations were made towards eradicating negative social media usage among the Nigerian students in the changing world.
Keywords: Social Media Usage, Sustainable National Development, Global Village, Emerging Issues, Youths and Nigerian Education Changing World Problems Associated with the Usage, Networking and Virtual classroom.

ALMAJIRI EDUCATION AND SUSTAINABLE NATIONAL DEVELOPMENT

TOWARDS IMPROVING CRITICAL THINKING AND CREATIVITY IN ALMAJIRI SYSTEM OF EDUCATION FOR THE ATTAINMENT OF SUSTENABLE NATIONAL DEVELOPMENT

                                                                            

                                                                            By

  

 MALLO, Isa 

Department of Educational Foundations 

University of Jos Nigeria 

malloibk@gmail.com

&

OGUNDELE, Michael Olarewaju (Ph.D)

Department of Educational Foundations 

University of Jos, Nigeria

michogun63@gmail.com

ABSTACT

Education is generally regarded as an important key of achieving a sustainable national development. The Almajiri system or traditional Islamic education “Almajiranci/Karatun Allo” has a long history of existence, it is as old as Islamic history in Nigeria. It started in the northern  parts  of  the  country,  long  before  the adoption  of  western  education.  It  operated through the  Qu‟ranic  schools,  whose  main  objective  was  to  familiarize  pupils  with  the  tenets  of  the Qu‟ran and hadiths which  probably makes them to become an Islamic scholars. The  Quran  and Hadith  has been the core-curriculum of this system  of  education  since  its  inception  because  it  plays  a  central  role  in  the  life  of  a  Muslims spiritually, politically, socially, economically and otherwise. For attaining a sustainable national development, transforming the system by Providing formal education to Almajiri, will be a very important gesture of utilizing the available human resources endowed, research proven that there are more than 9million children engaged in Almajiranci across the country and among those children, if were given formal education are potential Teachers, Doctors, Pharmacists, Lawyers, Accountants, Administrators, Architects, etc. The content of the National policy on education that laid emphasis on enforcement of compulsory basic and inclusive education across all children within the ages required for primary education will improve the quality of education and also curtail the dwindling situation of high level of illiteracy in Nigeria.  This paper attempts to examine the concepts of Almajiri system of education, the history of Almajiranci, improving critical thinking and creativity in Almajiri pupils for sustainable national development.  

Key words: Amajiri Education, Critical thinking, Creativity, sustainable national development.

Education is generally regarded as an important key of achieving a sustainable national development. The Almajiri system or traditional Islamic education “Almajiranci/Karatun Allo” has a long history of existence, it is as old as Islamic history in Nigeria. It started in the northern  parts  of  the  country,  long  before  the adoption  of  western  education.  It  operated through the  Qu‟ranic  schools,  whose  main  objective  was  to  familiarize  pupils  with  the  tenets  of  the Qu‟ran and hadiths which  probably makes them to become an Islamic scholars. The  Quran  and Hadith  has been the core-curriculum of this system  of  education  since  its  inception  because  it  plays  a  central  role  in  the  life  of  a  Muslims spiritually, politically, socially, economically and otherwise. For attaining a sustainable national development, transforming the system by Providing formal education to Almajiri, will be a very important gesture of utilizing the available human resources endowed, research proven that there are more than 9million children engaged in Almajiranci across the country and among those children, if were given formal education are potential Teachers, Doctors, Pharmacists, Lawyers, Accountants, Administrators, Architects, etc. The content of the National policy on education that laid emphasis on enforcement of compulsory basic and inclusive education across all children within the ages required for primary education will improve the quality of education and also curtail the dwindling situation of high level of illiteracy in Nigeria.  This paper attempts to examine the concepts of Almajiri system of education, the history of Almajiranci, improving critical thinking and creativity in Almajiri pupils for sustainable national development. 
Key words: Amajiri Education, Critical thinking, Creativity, sustainable national development.