F. Participates in student associations, workshops and activities related to science teaching and reads journals of professional associations in the field. F. Joins state and national professional associations for science teachers and regularly reads publications to improve teaching and stay abreast of current events in the field. Professional practice, based on an accepted knowledge base and state of the art pedagogy, lies at the heart of educational reform. To achieve the status of a true profession, we must move forward common vision that identifies quality practices and ensures that unprepared candidates and teachers are either counseled out of teaching or provided with remediation. The contemporary literature provides numerous insights into the major components of professional practice that go beyond the stereotypic notions of professional practice based only on objective notions of skills, expertise, and knowledge.
Society increasingly expects more than skilled technical labor from recognized professionals.
By working with multiple variables and their interactions, teachers develop increasing skills in decision-making. The ultimate goal of professional practice is for teachers to move toward empowerment and accept responsibility for their own professional growth. The teacher's commitment to valued social ends stems from the recognition that there is an important relationship between teaching and the greater social good. Professionalism, at least in teaching, is founded on an ideal of service. Achieving this goal offers education transformative power by engaging students in the study of issues now facing society.