Running head: YOUNGMAN PROFESSIONALISM STATEMENT

Professionalism Statement

Anita Youngman

Dr. Katy Spangler & Dr. Beth Hartley

University of Alaska Southeast

ED 698

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Professionalism

Teachers engage in continuous education and research alongside their students and

promote the professionalism of their art. Professionalism is evident in this qualitative research

project, validating teachers awareness of and reflection on their practice in light of research on

teaching, professional ethics and resources available for professional learning. Teachers are

continually evaluating the effects of their professional decisions and actions on students, families

and other professionals in the learning community and actively seek out opportunities to grow

professionally. The results of this qualitative research project positively affected the students and

myself in strengthening our social emotional growth through daily mindfulness activities.

Knowledge that informs practice comes from many places, starting with formal

education, observations, and experiences. When problems arise, questions are asked and

research is done. In this qualitative research paper, I was guided through a process from the

University on how to effectively reflect, question and research answers to the problem of

attentiveness in my classroom. Hubbard & Power (2003) explained:

teacher-researchers bring to our work an important element that outside researchers lack-

a sense of place, a sense of history in the schools in which we work. Because of our

presence over time at our research sites, we teachers bring a depth of awareness to our

data that outside researchers cannot begin to match. We know our schools, our students,

our colleagues, and our learning agendas. Our research is grounded in this rich resource

base. (p. xiv)

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As professionals, it is our job to find best practices that are grounded in theory and applicable to

our individual and community needs within the classroom. The study on attentiveness and

mindfulness was a need that I had in the classroom but could be shared and utilized by others.

Teaching is a social profession and research can open doors for more constructive

collaboration and contributions to the professional community of teachers. The qualitative

research project was a cooperative effort. Burnaford, Fischer, & Hobson (2001) specify:

Teacher talk involves time to listen, to share, and to interact Given a safe place to air

their uncertainties, teachers love to talk together, to share practice, and to wonder out

loud about what to do with many of the real issues they face in their everyday teaching

lives. They can give each other a kind of feedback available from no other source that

reduces their anxiety about being effective teachers. (p. 176)

Contributing to my growth and professional development largely depended on the support of two

communities of educators, the University of Alaska Southeast and teachers from the school I

work. When engaged with other like minded individuals in conversation new ideas led to new

questions which led to new learning, new trial and error and new routines and methods in my

classroom.

My data in the qualitative research project of mindfulness and attentiveness showed that

there are benefits to a daily mindfulness routine in Kindergarten. Part of the professionalism

associated with this project was the ability to share my results and learning within my learning

community. On the topic of writing research papers, O’Leary (2017) presented:

view writing as an exercise in communication. Now you may think the ultimate goal in

writing up your project is simply reporting on what you did and what you found, but
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there is much more to it than this. The ultimate goal is to explain, illuminate and share

your research with others. (p. 353)

Although not evident in the qualitative research example, dissemination of the results and

experiences went on to inspire other professionals in my community to look at possible

mindfulness routines in their own classrooms. Through casual conversations and discussions

with classmates, parents and colleagues my qualitative research roused interest and inspiration

about mindfulness in the classroom.

Working with other professionals and actively seeking out knowledge contributes to the

development of professionals in the community of teachers. Abbott (1994) summarized:

The sharing of qualitative information gathered through our own personal experiences is

what makes teacher research valuable. Only those of us teaching in the midst of students,

parents, and administrators can write teacher research. Everyone needs a community for

teacher research where the work that you do is always personally and professionally

compelling. (p.60)

This paper on qualitative research paper, provided me with answers to improve my

professionalism in the classroom. On a daily, monthly and yearly basis teaching professionals

engage in the development and refinement of their craft.

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References

Abbott, S. (1994). what would happen if…? A teacher’s journey with teacher research. English

journal, 83(6), 59. https://doi.org/10.2307/820266

Burnaford, G, Fischer, J., & Hobson, D. Editors (2001) Teachers doing research:

The power of action through inquiry. Second Edition. Routeledge, Taylor &

Francis Group 2. New York, NY.

Hubbard, R & Power, B. (2003) The art of classroom inquiry. Revised Edition.

Heinemann. Portsmouth, NH.

O’Leary, Z. (2017) The essential guide to doing your research project. 3rd Edition.

SAGE Publishing. Thousand Oaks, CA.