IndexPersonal reflection on teachers' professional identityThe place and roles of teachers in educationWhat are the skills of new teachers?Issues that influence teachers' professionalism and identity in SAIn closingReferencesThe identity of an educator is formed by the perception of education that is formed starting from the school years, by the school environment in which one is placed, by the teachers and parents with whom one comes into contact, by the support and guidance you receive as well as the confidence in your own abilities. It is therefore shaped by internal perceptions and concepts, as well as the external experiences mentioned above. How does a teacher's concept of their identity and role as a teacher influence their approach to school? The essay will explore in depth some themes that concern the professional identity of teachers with examples of personal experience and reflections. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Personal reflection on teacher professional identity Identity is never fixed but seems to be a continuous critical invention and reinvention of one's experiences with others and in different situations. There are also the expectations of others in terms 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 they work, that school's policies, colleagues, classes, availability of resources and materials, as well as students 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 a deep understanding of what that teacher teaches, in other words, it's 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, that deep understanding Deacon refers to is reflected in the way one teaches. This in return creates a deeper level of engagement with students, improved communication, and the creation of lessons that command attention and instigate engagement. My current identity as a teacher, which I know will be reinvented as I grow, is shaped by my parents (both of whom were in education), my education, my training in psychology and my experience working in the corporate sector for the last 10 years. Deacon highlights characteristics of teacher professional identity such as the confidence we have as subject matter, pedagogical, and instructional experts. My confidence comes from my training in psychology which provides me with a solid understanding of human behavior and human development. Although I currently have little practical experience, 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 such as Jansen's Great South African Teachers have provided some guidance 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 a resource teacher. As Jansen also points out, the deeper your understanding of a subject, the better you will be able to teach it in simpler and more creative ways, making it fun for students. Being the go-to person has always been a great motivator for me. The same will be true for my teaching career. Mentor edbeing an example to inspire, even if just a student, is a great encouragement. The focus would be on the overall well-being of students, viewing each child as an individual and treating them with care and compassion. Respect is an absolute. Respect builds character and personal pride. Jansen talks about “Soft Disciplinary”. Children need boundaries and rules to thrive, but the new generation wants a say, not just in learning, but also in punishment and boundaries. They want to work alongside the educator who commands respect and does not impose authority. The last notable feature of Jansen's book was that of being an “extended parent”. Students should feel safe in your classroom, feel that they are important and that they are cared for. Creating such an environment will be of great importance to me. Following from the above there should also be an emphasis on student understanding and acquisition as generations change. Educators must evolve and continue to learn not only in educational knowledge but in understanding the students we teach. Coetzee, et al. emphasized the need for educators to evolve their approaches in order to ensure success in the educational environment. Educators' pedagogy, resources, and tools must adapt to the evolving strengths of today's students. To help educators understand, engage and connect with contemporary youth Coetzee, et al. talked about understanding where they come from, what their learning style looks like, and how to engage and motivate them. These strategies speak to the role of the educator as adaptable to change. As clarified by the Department of Higher Education and Training, the requirements listed for teachers are rarely fully met by teachers. When a person decides to become a teacher and the decision is based, for example, on an intrinsic need for public service or altruism, the teacher will naturally be inclined to take on a role of responsibility for others, to create a supportive environment and empowerment, to identify and act on the needs of students and other people they encounter. Such a person will automatically want to understand the community, the problems found in that community, learn about parents and home environments to also take on an assisting role in their practice. Choosing teaching as a profession should be made for the right reasons. The place and roles of teachers in education The teacher roles listed in the DBET are widespread and some will only develop over time through ongoing involvement. For a teacher to feel comfortable in the subject, discipline or phase in which they teach and incorporate the correct approach to teaching and learning in their specific context, they will need great understanding and knowledge, as well as on-the-job experience of work. relate. Especially in South Africa, it is of utmost importance that a teacher has a sensitivity towards the diverse needs of students. Students from very different cultures, homes, communities, and socioeconomic backgrounds create many barriers to learning. These factors exclude presenting physical, mental and learning disabilities. Teachers are expected to be able to design learning environments that take into account all these different needs. Some classes have more than 40 students at a time, which makes this seem like an impossible task. In the South African context being an excellent mediator is essential for all teachers. Keeping the above in mind, you must have adequate knowledge of the subject, teaching andof the curriculum, combined with the experience a teacher needs to be able to use appropriate tools. resources, take into account the specific learning context and plan the pace and sequence of learning with students and subject matter in mind. This is a skill and role that requires a passion for the subject and for teaching, as well as a wealth of knowledge and experience to master. Teachers must be decision makers, managers, disciplinarians and administrators while always remaining democratic and objective. Flexibility due to ever-changing circumstances and needs is the order of the day. As a new student-teacher, being expected to fill all these roles is overwhelming. The schools I taught in were financially well-off, had all the necessary resources and materials, and the culture was mostly white, Afrikaans- and English-speaking students and teachers. Having experienced colleagues and mentors to learn from gave me an advantage. Many teachers with years of experience in less fortunate areas have received no mentorship or guidance and do their best. Continuous growth and personal development are encouraged in every career. Education legislation is always changing, subjects and what we know will always change and develop. Diversity, especially in South Africa and taking into account our history, will mature. In education, we work with people, not all the same as before, this in itself is very significant for the teaching profession. What are the skills of new teachers? When newly qualified teachers enter the world of work, there are specific skills they need. The list for me is something to aspire to and not all skills will be evident once a teacher has completed their training. For me it's more of a wish list. Upon entering the classroom space, a teacher should have a solid understanding of the subjects he or she intends to teach. As mentioned in Jansen, being a specialist will make it easier to plan, explain and teach a subject if your knowledge is ingrained. For teachers, tailoring their teaching to the needs of students in a classroom would first require knowledge of that classroom. It would take time to identify such needs, but there should be a solid understanding of how to identify these needs arising from the qualification itself. Communication is important in any job position. Being a mediator and supporting students in learning is essential. As educators we need to give feedback, anticipate obstacles and solve problems. Classroom management and student discipline, even for experienced teachers, remain an obstacle due to various issues other than our diversity in South Africa. Good knowledge of the subject, assessment, pedagogy and curriculum influence the quality of learning. A teacher with solid subject knowledge will be able to evaluate in various reliable ways and use that information to improve their teaching. Knowledge of the curriculum is non-negotiable. As the DHET clearly states, a teacher must be able to unpack the content, use available materials and plan, design and execute lessons accordingly. Due to our political background and changes, our education system has had to adapt to different cultures and students from different backgrounds in the same class and school, especially in less fortunate areas. Understanding diversity in the South African context involves knowing the community and being able to identify social issues that some students may face. Once again, like newstudent-teacher, this is something that everyone in South Africa is aware of but may not necessarily understand. With experience, understanding will increase and social issues will be easier to identify. Finally, behaving according to your core values ​​and always acting in a professional manner may be difficult at times, but it will earn the respect of colleagues and students and, in turn, be part of your identity. Deacon, talk about the skills of teachers just qualifications listed in the Government Gazette 2015 as it refers to the fact that the collaboration between a teacher's subject knowledge, deep understanding of what they teach, knowledge of children's minds and how they think, engaging with students and communicating with them, solving problems and being able to plan and execute lessons that are interesting and relevant are great skills to have, some take longer to develop than others. Issues affecting teacher professionalism and identity in SADeacon talks about the fact that identity changes over time. He states that it is made up of different cultures and contexts. In South Africa this couldn't be more true. Our past carries some historical burdens in our education system. The study conducted by Hoffman, et al. they helped us understand the perception of what the role of teachers is in different environments such as funded and unfunded schools. Hoffmann et al. have identified how race, gender, and class influence teachers' understanding of their role and how fee-paying and free schools operate. Free schools lack institutional support from the state and the public. Teachers take on roles as healthcare professionals, have very little pedagogical knowledge and do not consider their role prestigious. The more obstacles a teacher faces, the greater the impact on his or her concept of professionalism. When Deacon talked about influences on teacher identity, he mentioned the fact that in South Africa teachers are paid according to 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 a professional career compared to that of a doctor or psychologist. A teacher's status 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 Department for Education does not provide sufficient support and assistance to schools in disadvantaged areas. Some teachers' autonomy is taken away by reducing the scope of decision-making, professional bodies subject teachers to negative media coverage and provide no assurance or support. Educators are left to their own devices. Finally, a factor that will definitely influence my identity as a teacher. The standards and methods prescribed by professional and government bodies take away the identity of teachers because they must conform to these established norms and not use their own identity and experience. The reference to Jansen's typology of teachers shows how important autonomy is in the classroom. If teachers have the freedom to live close to their own typology or identity, they become better teachers. In Closing The importance of a person's identity when teaching is imminent. The identity of a, 71(4), 503-521.