Teacher Roles

In Kumar’s chapter 1, he discusses the different roles that teachers inhabit. Particularly, how they view their work and what they will get out of it depending on their viewpoint. The relationship between the teacher and how they use their theories of teaching to become better at their jobs is also discussed.

One of the key factors when it comes to teacher motivation is how they view their job. Kumar provides several different examples of ways that teachers can think about this including: job, vocation, work, career, occupation, and profession (6). All of these titles have different meanings that come from what the teacher thinks about what they do. For example, Kumar states, “a job is an activity that provides sustenance or survival. It comprises highly repetitive tasks that are not defined and developed by those performing them” (6). Clearly, “a job” is not a highly fulfilling way to thing about teaching. The teacher goes to school every day and repeats the activities of the previous day, without much thought or care. On the other hand, the author defines vocation as this; “Vocation goes well beyond sustenance and survival; it guarantees personal autonomy and personal significance” (Kumaravadivelu 6). A vocation gives the teacher a sense of calling and importance. A teacher will be much more excited about getting up in the morning for their vocation than they will for their job.

There are a few different titles that the author gives teachers when it comes to their roles. These go along with the idea of job title, although it goes a bit deeper. He gives the examples of Teachers as Passive Technicians, Teachers as Reflective Practitioners, and Teachers as Transformative Intellectuals. Teacher as Passive Technicians are viewed as a middle man between the experts and the children. They rely heavily on the research and knowledge of others before them who provided them with the knowledge that they need to teach. They don’t generally think outside the box nor have unique ideas (Kumaravadivelu 8). Teachers as Reflective Practitioners go a little bit deeper into teaching theory than the Passive Technicians. “Teachers are not seen as passive transmitters of received knowledge but as problem-solvers” (Kumaravadivelu 10). The idea is that teachers know what they are doing in the classroom. They do not need to rely on outside “experts” who are writing books on educational theories. They are the ones in the classroom, and they can think critically in every situation (10). Finally, Teachers as Transformative Intellectuals focus on “a pedagogy that empowers teachers and learners” (13). They are in the classroom as a person to influence the students to change their worlds, to change the social makeup of their towns and cities. They focus on problem solving and creative thinking over cookie cutter ideas (16). All of these methods of teaching have come about through the different theories in which these teachers believe. Theory is a very important aspect of teaching, and teachers need to be grounded in their theory in order to do well in their classrooms.

One of the things that caught my eye in the reading was something that Kumar said about the Reflective Practitioner Teacher. He says that this teacher “is aware of and questions the assumptions and values he or she brings to teaching” (11). I like that he brings in the factor of the teacher’s personal life. So often, it seems that a teacher’s professional and personal life are kept separate. Whether it is the teacher’s choice, or the administrators’, it is often the case. Teachers should be thinking about their values when they go into school to teach every day. Even though teachers represent the school, they also represent themselves. As individuals, they have values that are important to them, and culture backgrounds that influence their teaching. Those are very important to keep in mind while teaching sensitive students. Some teachers need to learn the value of being more culturally aware, especially when teaching ESL students. ESL teachers need to be especially aware of the attitude that they bring into their classrooms every day. On the flip side of that question, should teachers be allowed to express their values in the classroom? Or do they need to act as a neutral individual as they are representing the school?