FEX2162 Chap.10 Teacher Roles, Professional Conduct and Reflection
Teacher Roles, Professional Conduct and Reflection
The fourth task
The fourth task asks you to reflect, with evidence, on three roles a teacher is expected to play and to plan how you will grow into them before the next block practice. The suggested length is 500 words in English and the assessment form weights it at fifteen per cent.
The guide asks you to describe what you did that let you play each role, evaluate how far you can play it, judge how far you meet the Education Bureau's Guidelines on Teachers' Professional Conduct, and set goals for Years 4 and 5 with concrete action plans and a timeline.
Roles and codes
The three roles, caring cultivator, inspirational co-constructor and committed role model, come from the T-standard+, whose professional standards pair each teacher role with an outcome for students: whole-person wellness, key competences for adulthood and change agility for tomorrow.
The Guidelines on Teachers' Professional Conduct, set out in 2022, list eight codes, from upholding professional belief and honouring the rule of law to respecting privacy and safeguarding professionalism.
You may use the roles and codes to frame the reflection, but specific evidence about one or two is worth more than claims about all.
Two components that are not tasks
Presentation and organisation, worth fifteen per cent, grades the whole portfolio on the effectiveness of language and evidence and on coherence, format and orderliness.
Participation, worth ten per cent, grades attendance and participation in the post-placement sessions with the presentation materials submitted. The outline states that passing both the portfolio and participation is necessary to pass the course.
Session five adds that each student gives a six-minute sharing with slides kept to ten pages, and that not completing the sharing means failing the course.
Reflection models
Session five asks you to revisit the 4R model from the Foundation course before the sharing: reporting and responding, relating, reasoning and reconstructing.
Session one introduces experiential learning in four stages, from concrete experience through reflective observation and abstract conceptualisation to active experimentation. For the ethical decision-making case in the sharing, session five offers a sequence of questions that moves from describing the problem to considering how fair your handling was and whether you now see your role differently.
What this chapter covers
- 01
Claiming a role against evidencing it
- 02
The three roles and their student outcomes
- 03
The eight codes of professional conduct
- 04
Goals for the next block practice with a timeline
- 05
Presentation and organisation across the portfolio
- 06
Participation bands and the sharing requirement
- 07
The 4R model and experiential learning
- 08
An ethical case and stress on placement
Worked example · free
Turn a role claim into an evaluated goal
- 2Describe a specific action tied to the role.
- 2Evaluate what you can and cannot yet do.
- 2Set a goal with an action and a date.
Key terms
- T-standard+
- The professional standards framework for Hong Kong teachers that sets out the three key roles the fourth task asks about.
- Caring Cultivator
- The teacher role of nurturing pupils' all-round growth, paired in the standards with whole-person wellness.
- Inspirational Co-constructor
- The teacher role of building knowledge with pupils, paired in the standards with key competences for adulthood.
- Committed Role Model
- The teacher role of professionalism and ethical practice, paired in the standards with change agility for tomorrow.
- 4R Reflection Model
- A reflection sequence of reporting and responding, relating, reasoning and reconstructing, revisited before the sharing sessions.
- Experiential Learning
- Learning that starts from concrete experience and moves through reflective observation and abstract conceptualisation to active experimentation.
Teacher Roles, Professional Conduct and Reflection FAQ
Do I need to address all eight codes of professional conduct?
No. The guide says you may use the three roles and the eight codes to frame the reflection. One code you genuinely tested, such as respecting privacy when photographing pupil work, evidenced properly, says more than a list touching all eight.
What happens if I miss a sharing session?
The participation descriptor grades attendance and submitted materials together, so missing a session costs a band even with all slides submitted. Session five also warns that not completing the sharing means failing the course, so contact your tutor immediately if you cannot attend.
How far ahead should my Task 4 goals reach?
The guide asks for goals towards Years 4 and 5 but says your goals need only reach the next block practice, not the full expectations of the standards. Give each goal concrete actions and a timeline so it reads as a plan.
Assessment move
Keep a short weekly note under three headings, one per role, recording one thing you did and one thing you could not yet do. In the final week, choose the role where the gap is clearest, turn it into a goal with actions and dates, and build your sharing slides around one ethical case and that goal.
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