Philosophy teacher secondary school

Philosophy teachers at secondary schools provide education to students, commonly children and young adults, in a secondary school setting. They are usually subject teachers, specialised and instructing in their own field of study, philosophy. They prepare lesson plans and materials, monitor the students progress, assist individually when necessary, and evaluate the students knowledge and performance on the subject of phylosophy through practical, usually physical, tests and examinations.

The following job titles also refer to philosophy teacher secondary school:

philosophy tutor secondary school
teacher of philosophy in secondary schools
high school philosophy teacher
philosophical studies teacher in secondary school
philosophy teacher
secondary school teacher of philosophy
philosophical studies high school teacher
secondary school philosophy tutor

Bachelor’s degree is generally required to work as philosophy teacher secondary school. However, this requirement may differ in some countries.

ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:

• the nature of the work performed in an occupation in relation to the characteristic tasks and duties
• the level of formal education required for competent performance of the tasks and duties involved and
• the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.

Philosophy teacher secondary school is a Skill level 4 occupation.

These occupations, although different, require a lot of knowledge and skills similar to philosophy teacher secondary school.

religious education teacher secondary school
mathematics teacher secondary school
physics teacher secondary school
modern languages teacher secondary school
history teacher secondary school

These occupations require some skills and knowledge of philosophy teacher secondary school. They also require other skills and knowledge, but at a higher ISCO skill level, meaning these occupations are accessible from a position of philosophy teacher secondary school with a significant experience and/or extensive training.

This knowledge should be acquired through learning to fulfill the role of philosophy teacher secondary school.

History of philosophy: The study of the development and evolution of philosophers, philosophical concepts, and ideas throughout history.
Learning difficulties: The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
Metaphysics: The philosophical study that is concerned with uncovering and explaining the first principles of things and the fundamental ideas by which people classify the world such as being, time and objects.
Philosophy: The different philosophical systems, their basic principles, values, ethics, ways of thinking, customs, practices and their impact on human culture.
Post-secondary school procedures: The inner workings of a post-secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
Philosophical schools of thought: The various sets of philosophical ideas and styles throughout history up to the present such as Calvinism, hedonism and Kantianism.
Curriculum objectives: The goals identified in curricula and defined learning outcomes.

These skills are necessary for the role of philosophy teacher secondary school.

Guarantee students’ safety: Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Assign homework: Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.
Monitor student’s behaviour: Supervise the student’s social behaviour to discover anything unusual. Help solve any issues if necessary.
Prepare lesson content: Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Monitor developments in field of expertise: Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
Compile course material: Write, select or recommend a syllabus of learning material for the students enrolled in the course.
Observe student’s progress: Follow up on students’ learning progress and assess their achievements and needs.
Liaise with educational support staff: Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students’ well-being.
Manage student relationships: Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Adapt teaching to student’s capabilities: Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Apply teaching strategies: Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners’ level, goals, and priorities.
Maintain students’ discipline: Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
Teach philosophy: Instruct students in the theory and practice of philosophy, and more specifically in topics such as morality, philosophers throughout history, and philosophical ideologies.
Assess students: Evaluate the students’ (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Demonstrate when teaching: Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
Give constructive feedback: Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Perform classroom management: Maintain discipline and engage students during instruction.
Secondary school procedures: The inner workings of a secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
Assist students in their learning: Support and coach students in their work, give learners practical support and encouragement.
Apply intercultural teaching strategies: Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
Liaise with educational staff: Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students’ well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.
Develop course outline: Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.

This knowledge is sometimes, but not always, required for the role of philosophy teacher secondary school. However, mastering this knowledge allows you to have more opportunities for career development.

Logic: The study and use of accurate reasoning, where the legitimacy of arguments is measured by their logical form and not by content.
Politics: The method, process and study of influencing people, gaining control over a community or society, and the distribution of power within a community and between societies.
Adolescent socialisation behaviour: The social dynamics through which young adults live amongst each other, expressing their likes and dislikes and the rules of communication between generations.
Political ideologies: The various political ideologies that represent a set of ethical ideas, principles, symbols, myths and doctrines, followed by individuals, groups, classes or institutions and offer an explanation on how a society should work.
Disability types: The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
Morality: The principles and beliefs derived from a code of conduct, accepted by a large group of people, that make the distinction between what is right and wrong behaviour.
Sociology: The group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Theology: The study of systematically and rationally understanding, explaining, and criticising religious ideas, concepts, and all things divine.
Ethics: The philosophical study that deals with solving questions of human morality; it defines and systemises concepts such as right, wrong, and crime.
Cultural history: Field that combines historical and anthropological approaches for recording and studying past customs, arts, and manners of a group of people taking into account their political, cultural, and social milieu.

These skills and competences are sometimes, but not always, required for the role of philosophy teacher secondary school. However, mastering these skills and competences allows you to have more opportunities for career development.

Assist in the organisation of school events: Provide assistance in the planning and organisation of school events, such as the school’s open house day, a sports game or a talent show.
Identify learning disorders: Observe and detect symptoms of Specific Learning Difficulties such as attention deficit hyperactivity disorder (ADHD), dyscalculia, and dysgraphia in children or adult learners. Refer the student to the correct specialised educational expert if necessary.
Consult student’s support system: Communicate with multiple parties, including teachers and the family of the student, to discuss the student’s behaviour or academic performance.
Facilitate teamwork between students: Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Recognise indicators of gifted student: Observe students during instruction and identify signs of exceptionally high intelligence in a student, such as showing remarkable intellectual curiosity or showing restlessness due to boredom and or feelings of not being challenged.
Escort students on a field trip: Accompany students on an educational trip outside the school environment and ensure their safety and cooperation.
Arrange parent teacher conference: Set up joined and individual meetings with students’ parents to discuss their child’s academic progress and general well-being.
Monitor educational developments: Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.
Prepare youths for adulthood: Work with children and young people to identify the skills and abilities they will need to become effective citizens and adults and to prepare them for independence.
Manage resources for educational purposes: Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Keep records of attendance: Keep track of the pupils who are absent by recording their names on a list of absentees.
Perform playground surveillance: Observe students’ recreational activities to ensure student safety and well-being and intervene when necessary.
Work with virtual learning environments: Incorporate the use of online learning environments and platforms into the process of instruction.
Identify cross-curricular links with other subject areas: Recognise correlations and overlaps between your subject of expertise and other subjects. Decide on a levelled approach to the material with the teacher of the associated subject and adjust lesson plans accordingly.
Provide lesson materials: Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Oversee extra-curricular activities: Supervise and potentially organise educational or recreational activities for the students outside of mandatory classes.

2330 – Secondary education teachers

 

 

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References

1. Philosophy teacher secondary school – ESCO