The paper “ Re-Imagining New Futures in My Teaching Profession ” is a motivating variant of a personal statement on education. Researchers in learning futures have identified a range of orientations in the future viewpoints of learning. Gidley et al (2004) identified three approaches for viewing future learning: possible futures, probable futures, and desirable futures. Building on these approaches, Gidley et al (2004) developed an additional orientation for preparing for the future called ‘ preparedness or readiness to act. ’ Such a readiness to act could be referred to as the capacity of the prospective future, which I attempt to address in this paper.
Building on readiness to act, London (2011) underscored the need for re-imagining the futures of learning, which also forms the basis of my paper. Indeed, the future holds diverse challenges for my profession as a teacher as dramatic shifts are expected in my line of work. These may result in significant changes to the assumptions that I initially had as a teacher regarding our present and past work designs, workforce size, management, compensation, and nature of work. While the work environments were traditionally characterized by stable careers that were characteristically slow to change and guaranteed long-term employment, the future workplace will have more dynamic environments that require considerable flexibility in order to sustain competitive advantage.
Hence, teaching will become increasingly dynamic and complex (London 11). Based on this backdrop, I argue that the pace of change is speeding up towards a more diverse future that appreciates lifelong learning, and which is likely to affect the teaching profession. In this paper, I address how the workplace context could operate in the next five years (Altes et al 1999).
Accordingly, I also seek to examine the expectations, assumptions, challenges, and implications of promoting learning in substantially diverse ways and the expected interactions among different roles within organizations or across networks. I further discuss the implications of change for the teaching profession. Workplace context in the next five yearsShifts in the Demographic PatternsThe changing demographic patterns, the shift in the knowledge-based economy, accelerated technological advancements, in addition to the cost-containment and productivity are likely to define the changes in my teaching profession (Chatman & Flynn 2001).
Over the next 5 years, these factors are likely to delineate the future of work that we do, and will as well as impact the key components of the schools in Riyadh, such as the workforce size, work design, compensation, and management practice. Due to the shifting demographic trends, in terms of participation rates and labor force, the number of teachers, as well as other professions, will increase, although at a considerably slower pace than today or the past years. For instance, according to RAND Corporation, the future workforce grew by an annualized 2.6 percent in the 1970s, which declined to 1.1 percent in the 1990s.
In the period between 2000 and 2010, the annual growth remained the same as that of the 1990s. It is however expected to shrink to 0.4 percent between 2010 and 2020 (Karoly, L & Panis, C 2014). When it comes to the composition of the workforce in schools, the future will have a more balanced workforce distribution in terms of race or ethnicity, sex, and age. For instance, while the workforce has grown older as the baby-boom generation comes of age, the workforce is also becoming increasingly distributed across the age groups (Karoly & Panis 2014).
Additionally, the steady increase in the participation of the female labor force to have a gender balance will be witnessed.
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