ERIC Number: ED417185
Record Type: RIE
Publication Date: 1998
The Virtues of Responsible Teaching: Implications for Empowerment.
Suleiman, Mahmoud F.
This paper investigates the importance of responsible teaching, examining how professionally empowered teachers can move students in the direction of becoming empowered and independent learners. It explains that empowerment is integral within teacher education. Teachers must provide minimum conditions for success in terms of responsible teaching paradigms. Many variables determine how educators teach, and how these variables shape any interactions with students. It is important to eliminate barriers that could prevent teachers from empowering their students in the educational process. Moral dimensions of school reform dictate educators to adhere to conducive ethical standards and committed actions vital to the adequate performance of their teaching profession. Teacher education programs should implement empowerment in the school culture through proactive tangible procedures and action to ensure that responsible teaching is a prerequisite for responsible learning. Teachers must be intellectually appealing to students, effective in the learning-teaching contexts, and professionally ethical. They must believe in and act upon belief in students' great potential for learning and reflect the professional values of well-prepared and empowered teachers. Teacher educators need to avoid defensive teaching, which can benignly endanger students and teachers by jeopardizing ethical codes and moral obligations and suppressing students' voices. Quality teaching results in quality learning. Unless there are responsible teaching strategies in teacher education programs within an empowering framework, it will be difficult to actualize the ideals of the teaching profession. (Contains 12 references.) (SM)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Portions of this paper were presented at the Annual Conference of the National Social Science Association (1998).