This paper reviews the contemporary literature of human values and valuation processes, and proposes a re-conceptualized model of a teacher’s professional development. This paper suggests a thorough analysis of the teacher’s personality and devises alternative, well thought-out strategies and approaches to alter self-knowledge, values, valuation processes, and beliefs to imbed the desired impact on their teaching practices. This paper supports the use of deliberate attempts to alter the basic motivation level of teachers and to deliberately expose them to available knowledge to modify their values, attitudes, and actions in their respective professions, organizations, and formal associations. Hence, such professional development programs, accompanied by support mechanisms, can alter the existing values, attitudes, and the subsequent actions of these teachers to inculcate an intensive commitment, dedication, enthusiasm, and engagement in teaching.
"Beyond the Content and Pedagogy: A Step Forward towards a Value-Based Teacher’s Professional Development,"
The Journal of Values-Based Leadership:
2, Article 8.
Available at: http://scholar.valpo.edu/jvbl/vol7/iss2/8