ERIC Number: EJ809419
Record Type: Journal
Publication Date: 2006-Oct
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1570-2081
EISSN: N/A
Exploring the Dimensionality of Teacher Professionalization
Agarao-Fernandez, Editha; de Guzman, Allan B.
Educational Research for Policy and Practice, v5 n3 p211-224 Oct 2006
This article examines the dimensionality of teacher professionalization. Like other recognized professions, teaching deserves a systemic and integral development platform where recruited teachers undergo well-defined transitional stages that would help crystallize their sense of "professional identity" (Credentialing), "professional familiarity" (Induction), "professional expertise" (Specialization), "professional security and stability" (Compensation), and "professional synergy" (Professional Development). Model options vis-a-vis the identified stages are comprehensively discussed in this article.
Descriptors: Beginning Teachers, Professional Recognition, Professional Development, Models, Beginning Teacher Induction, Teacher Certification, Teacher Salaries, Teaching (Occupation), Compensation (Remuneration)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A