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ERIC Number: EJ1062694
Record Type: Journal
Publication Date: 2015-Jul
Pages: 19
Abstractor: As Provided
Reference Count: 95
ISBN: N/A
ISSN: ISSN-0311-6999
Issues of Professionalism and Teachers: Critical Observations from Research and the Literature
Johnston, Jenny
Australian Educational Researcher, v42 n3 p299-317 Jul 2015
The concept of "professionalism" has become more evident in discourse about teacher quality in recent years. In fact, in some contexts "professionalism" is used as a euphemism for quality and reform. This critical essay applies a critical theory perspective and discusses notions of educational professionalism from the academic literature. It draws on research findings about teachers' understandings of the diverse ways the term "professionalism" is used in discussions of teacher quality, and highlights three key assumptions that appear to underpin contemporary "professionalism" discourses. It suggests that the reification of "professionalism" may have had a number of regrettable consequences for teachers, and challenges the apparent lack of evidence that links "professionalism", however it might be defined, with quality educational outcomes. The essay concludes by arguing that the emergence of "professionalism" as a signifier of quality has served to obscure and confuse many other important issues concerning the quality of teaching.
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 - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A