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1.
Teacher professionalism in England may be considered to have been shaped by the set of professional standards, and the accompanying statutory performance management system, introduced by the Labour government in 2007. More recently the coalition government's 2010 White Paper, The Importance of Teaching, announced reforms that will potentially re‐shape teacher professionalism. In this article I examine the ‘shape’ of teacher professionalism in England, as defined by the professional standards. I reveal it to be a lop‐sided shape, indicating a professionalism that focuses predominantly on teachers’ behaviour, rather than on their attitudes and their intellectuality. Presenting my conceptual analysis of professionalism, and examination of its link with professional development, I consider whether—and to what extent—teacher professionalism may in fact be shaped by government‐imposed reform. I conclude that ‘enacted’ professionalism may be quite different from ‘demanded’ professionalism, and shaping professionalism involves a complex and indecipherable process that is better understood by examining the process whereby individuals develop professionally.  相似文献   

2.
This article analyses findings from two studies conducted collaboratively across two educational settings, New Zealand and England, in 2001–2002. These studies examined the impact of national educational policy reforms on the nature of primary teachers’ work and sense of their own professionalism and compared these impacts across the two countries. Adopting a policy ethnography approach, using in‐depth interview data from samples of teachers in each country, it is argued that there have been discursive shifts in the meaning of the three key terms, autonomy, altruism and knowledge, embodied in the classical professionalism triangle. These shifts reflect policy‐makers’ moves from a ‘professional‐contextualist’ conception of teacher professionalism towards the ‘technocratic‐reductionist’ conception that accompanies neo‐liberal educational reforms in many countries. Teachers in both countries experienced increasing constraints on their autonomy as they became far more subject to ‘extrinsic’ accountability demands. Whether these demands were perceived as enhancing or diminishing teacher professionalism depended on the manner in which they were filtered through the profession’s defining quality, namely teachers’ altruistic concerns for the welfare of the children in their care.  相似文献   

3.
Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.  相似文献   

4.
This article explores the restructuring of education in England and Spain. Against a presumably homogeneous global streamlining of educational systems according to competition‐driven goals, the comparison of teachers’ work‐lives and professional knowledge evidences a variety of experiences under‐represented in discourses on global restructuring. Our argument highlights how in England political reforms have worked their way deep into the working lives of professionals, giving rise to a ‘managerial’ model of professionalism, whereas in Spain reforms are more loosely coupled with teachers’ work, favoring a ‘social service’‐oriented model. However, despite the different professional ideals, teachers uniformly stressed the challenges they face were predominantly due to broader social transformations for which policy reforms provided few if any remedies. Our study emphasizes the variety of educational reforms and teachers’ experiences in the European context and argues further educational change should be bound to the historical trajectory and the concrete needs of the professionals in question.  相似文献   

5.
This article discusses findings from a tri‐country study of student teachers' understandings of the purposes of education, their conceptions of sustainable development and the task of Education for Sustainable Development (ESD). At its heart are case studies of 30 student teachers from Initial Teacher Education Programmes in England, Denmark and Germany (10 from each country). While they are diverse in their personal, professional and subject disciplinary backgrounds, and they work in a variety of school subject areas, all the students share the objective of becoming members of the teaching profession in the primary or lower secondary schools of their countries, and thus each one currently faces the additional challenge of understanding and responding to national, cross‐cutting policy initiatives on sustainable development and ESD. As interpretative research, the study catalogued and mapped similarities and differences in student teacher understandings, and identified those notions, thoughts and ideas that were meaningful to a beginning teacher's interpretations and sense‐making of key ESD concepts and tasks. The findings highlight the widespread importance of ‘taking responsibility’ and ‘having responsibility’ as key notions in interpreting their professional role and student learning in relation to ESD. An explorative framework developed during the data analysis suggests that in making sense of ESD, student teachers have recourse to one or more of at least four identifiable rationalities for ascribing responsibility to oneself or others, where each rationality articulates a different set of responses to questions about the prioritized locus of agency and the nature of the decision‐making process. The framework offers a critical and generative tool for stimulating debate in the field about policy and professional preparation and development and, in particular, the nature, processes and qualities of learning that are understood to ‘generate a sense of responsibility’, within the broader—and in the case of ESD—related quests of education and sustainable development.  相似文献   

6.
The present paper examines efforts by government and government agencies in England to prescribe and control the knowledge base of a teaching profession that has, under successive New Labour administrations since 1997, been subjected to ‘modernisation’. A theoretical framework drawn from aspects of the work of Basil Bernstein, and of Rob Moore and Lynn Jones, is drawn upon to examine in some detail one key aspect of this ongoing process of governmental appropriation of professionalism: the specification by the Training and Development Agency for Schools of new ‘standards’ for both initial teacher training and teachers’ subsequent career progression. It is argued that although this enterprise represents itself as a species of purely common‐sense reform, it is in fact a mode of competency training that is rooted in selective appropriation of elements of post‐fordist management theory and a loose form of behaviourist psychology. The capacity of this training discourse to suppress awareness of its own presuppositions and of alternative or competing conceptions of professions and professionalism is explored.  相似文献   

7.
Abstract

This paper scrutinises the educational knowledge requirements of craft, technical, and reflective professional conceptions of teaching, as recently outlined by Winch, Oancea, and Orchard. Drawing on Bernsteinian sociology of knowledge we identify the different requirements each conception makes of educational knowledge, and how it is envisaged that this knowledge will be used in educational practice. While craft conceptions dismiss the value of educational knowledge per se, they nevertheless value other forms of disciplined knowledge. Arguing that technical conceptions of teaching may be either narrowly instrumental or autonomous, we suggest that an advanced technical knowledge base requires a disciplinary aspect, while knowledge for purely instrumental purposes offers a reductive view of educational practice. Moreover, the varying notions of reflection suggested by reflective professional conceptions require certain forms of engagement with educational knowledge, which are challenged by contemporary reforms in teacher education globally. It is suggested that there are often interdependencies between forms of educational knowledge and conceptions of teaching, with potential implications for the trajectories of educational reforms. The argument is briefly illustrated with reference to the national contexts of Germany, England, and Finland.  相似文献   

8.
This paper explores the introduction of market‐oriented reforms into school‐based education in England and Finland. The contexts into which reforms were introduced differed, with a fully comprehensive system being in place in Finland but not in England; the motives were also different; and different trajectories have since been followed. Whilst there are apparent similarities, with choice and diversity having a high political profile in each country, the policy mix varies: two different models can be discerned, with the Finnish reforms being characterised by more regulatory control in relation to school access and choice, but less in relation to the financing of schools by local authorities. It is argued that the mediating role played by local authorities in jurisdictions with high levels of decentralisation means that the legislative framework needs to be taken into account when examining policy implementation and educational outcomes.  相似文献   

9.
In early 2015, the Australian Government and an associated Ministerial Group called for ‘urgent national action to improve the quality of initial teacher education’. Following this call for action, the Australian Government launched a series of reforms into initial teacher education, targeting ‘teacher quality’ and ‘classroom readiness’. The reforms are based on a logic of deficiency within initial teacher education, mandating new accreditation processes, standardized assessments and the National Literacy and Numeracy Test for pre-service teachers. In this paper we set out to explore these reforms, considering the policy trajectories, technologies and technicist network in which they are operationalized. We propose the concept of reification and objectification to examine the institutionalization of auditing, standardization, and accountability. These reforms aim to intervene in both the content and delivery of initial teacher education. We argue that reforms such as these recondition our conceptions of professionalism and teacher quality. There is a contraction in scope for progressive or experiential teacher education, and moreover, the ongoing de-professionalism of teachers and teacher educators, whom are subjected to constant surveillance.  相似文献   

10.
Uswatun Qoyyimah 《Compare》2018,48(4):571-589
This paper describes research on how curriculum reform provides novel conditions for influencing teacher professionalism. It draws on Bernstein’s theories of the ‘classification and framing’ of curriculum and theories of teacher professionalism to investigate the impact of curriculum reform on teacher professionalism. The research was conducted in Indonesia during the implementation of a school-based curriculum that grants teachers greater autonomy to develop curricula appropriate to their context. A second concurrent reform introduced a character education policy that requires all teachers to address a specific set of values in all classes. Teachers working in public and Islamic private secondary schools were interviewed to investigate the degree of professionalism they exercised when implementing these reforms. Although theories of curriculum reform suggest that the higher degree of autonomy offered by a school-based curriculum has the potential to re-professionalise teachers, this study observed different outcomes for teachers in different workforce environments in Indonesia.  相似文献   

11.
In this piece I explore the concept of ‘growth’ in English teaching. Starting with John Dixon's ‘growth’ model, I argue that, by re‐imagining his ideas in current contexts, practitioners might re‐focus and re‐invigorate the priorities of English teaching. Dominant conceptions of ‘growth’ are explored, along with their influence on teacher working cultures and the speech genres they draw on. I argue that, by critically challenging dominant discourses and cultural perspectives, it is possible to generate new narratives and open up new possibilities for the subject.  相似文献   

12.
Preparing teachers for a research‐based professionalism has been the central mission of teacher education in Finland since the mid‐1970s. More recently, as a result of such national policy developments as school‐based curriculum development and local decision‐making, the conception of teachers' work and professionalism has expanded. Drawing on experience within the teacher education programmes at the University of Helsinki and Åbo Akademi University, this paper discusses some of the programmatic issues that these developments have raised in class‐teacher, i.e. “elementary”, teacher education programmes. We focus in particular firstly on the research thesis that is a part of every teacher education programme in Finland, and the hallmark of the research‐based professional ideal; and, secondly on the emerging issues that derive from the need to incorporate the expanded understanding of the teacher's role within the curriculum of teacher education.  相似文献   

13.
Federal, state, and local policy makers' high-stakes standards-based accountability reforms are transforming the early childhood teacher education process. These reforms affect how early education teacher candidates figure their role as teachers. By employing Holland, Lachicotte, Skinner, and Cain's conception of figured worlds to analyze the findings of a qualitative case study, this article examines how three early childhood teacher candidates' figured conceptions of themselves as early educators evolve in high-stakes classrooms and teacher education environments. It also investigates how these candidates see themselves addressing these reforms in their own classrooms. Such a study not only further details the impact reforms have on preservice teachers' conceptions of teaching, but it also provides a chance for early childhood teacher educators to consider strategies they might employ to assist their candidates in developing a figured conception of teaching that addresses these reforms in an developmentally appropriate manner.  相似文献   

14.
This paper examines the construction of the professional role of teachers as reflected in the teacher autonomy and control discourses in teachers' newspapers during 1991–2010 in three national contexts: Estonia, Finland and Bavaria (Germany). Despite similar global pressures to increase the efficiency of education through output standardization and marketization, the local teaching traditions and policies have shaped different cultures of teacher professionalism. Throughout the national experiments with decentralization and recentralization of education, Estonian and Bavarian teachers have maintained restricted professionalism while Finnish teachers achieved extended professionalism in terms of the desired amount of teacher autonomy.  相似文献   

15.
《师资教育杂志》2012,38(3):323-340
The paper considers data in one Higher Education Institution (HEI) from written reports and from interviews with trainee teachers and their teachers charged with the assessment of one training standard for secondary Initial Teacher Training in England: Professional Values and Practice. It explores the extent to which four elements of this standard can be measured as outcomes of performance. It reveals that assessment judgements draw on a wide range of evidence and are often subjective, context‐specific and broadly interpreted. In their current form these statements do not lend themselves easily to assessment. Recommendations include greater clarity in the statements about what might be expected of a beginning teacher in terms of particular professional competences as performance statements; opportunities for assessment in relation to a ‘developing professionalism’ rather than ‘managed professionalism’ (and compliance); and a broader framework that can take account of two dimensions in particular: (1) creating an environment for pupil learning and (2) teacher professionalism.  相似文献   

16.
This article argues that contradictory forces affect teachers' work in the neo-liberal school system in England, with a diversity of governance models alongside increasingly dominant orthodoxies of what constitutes ‘effective practice and leadership’. School reforms in England have focused on increasing overall attainment and on closing the achievement gap for pupils from ‘disadvantaged communities’; whilst there is evidence that reforms have delivered on the former, evidence is inconclusive on the latter, with some critics arguing that some reforms have increased social inequality. The future for teachers’ professional identity and practices in this landscape is uncertain. Whilst this article broadly concurs with many studies of teacher identity which argue that the ever-extending reach of performative mechanisms has restricted teachers’ opportunities to develop as activist professionals with ‘a moral purpose’, it also argues that the diversified landscape may provide the opportunity for new autonomous spaces. It goes on to suggest that further research is needed into the forms of locally determined values and practices emerging in ‘quasi-privatised’ academies and free schools in England, to explore whether these professional communities will be entirely managerialist/entrepreneurial in character, or whether models of practice underpinned by a concern with social equity and social justice issues may emerge.  相似文献   

17.
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18.
Editorial     
Every teacher in England is a member of the General Teaching Council (GTC). Membership is compulsory. The GTC is an independent professional body with a governing council of 64 members. Forty-four council members are practising teachers, including 25 elected teachers. There are representatives from the teacher unions and associations, equality bodies, local government, governors and parents. The GTC regularly produce 25 leaflets about professional issues and the spring issue of 2003 began with the title ‘Keeping teachers in teaching’. A number of key aspects were highlighted: ‘Placing learning at the centre’, ‘Teachers as leaders of learning’, ‘Retention—what teachers want’, ‘Research of the month’, ‘GTC seeks new ways to recognise teachers' professionalism’ and ‘GTC response to workload reform’. An interesting section entitled ‘Some key findings’ revealed data that should disturb even the most optimistic politician. Fifty per cent of teachers nationally are aged over 45 years, 22% of teachers are aged 35–44 years, and 73% of teachers are women. The significance of the last point was not discussed. Also, retention data were not included.  相似文献   

19.
《师资教育杂志》2012,38(5):622-632
Over the last 40 years, teacher education in England has been the focus of a stream of ‘reforms’ with the ultimate aim of placing provision into schools, the justification for such a radical policy being that higher education is alleged to be failing to provide good quality teachers thereby compromising the social and economic development of the country. The process whereby these reforms have been introduced is described and then used as a way of comparing and contrasting the way in which similar reforms can be identified in the international teacher education communities represented in this special issue of the Journal of Education for Teaching (JET). The paper closes by identifying lessons that can be learned from international comparators.  相似文献   

20.
Initial teacher training for post‐compulsory education in England is currently undergoing profound change in terms of central direction of curricula and the provision of financial support for trainees. Within a discourse of the ‘professionalisation’ of teaching in the sector, unprecedented control of the detailed structure and content of training courses has been established and is increasing in extent. At the same time, principles of free access to Cert. Ed. and PGCE courses are being set aside, so that those universities which provide training are simultaneously contending with imposed curriculum change and with a serious threat to student recruitment. This article examines the origins and nature of these developments, considers the political and economic background from which they stem, and discusses in detail some features of the characteristic discourse of the reforms instituted by central government. It goes on to consider the likely effects of the recent and on‐going changes in university‐led training and suggests that the outcome of the reforms might be to undermine the government's own aspirations for professionalisation of the teaching workforce in post‐compulsory education.  相似文献   

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