NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1179202
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISSN: EISSN-1207-7798
Discourses of Teacher Professionalism: "From Within" and "From Without" or Two Sides of the Same Coin?
Osmond-Johnson, Pamela
Canadian Journal of Educational Administration and Policy, n185 p61-72 2018
Drawing on data from a larger doctoral study, this paper specifically explores influences on the discourses of professionalism amongst a sample of highly engaged teachers within the Elementary Teachers' Federation of Ontario (ETFO). The study is rooted in the assumption that discourse takes shape within a highly politicized system of socialization where language plays a significant role in the maintenance of particular power structures and the cultures that support them (Hilferty, 2004). Overall, the case suggests that the professionalism discourses of teachers and their unions and those of government are not necessarily as mutually exclusive as they are often presented in the literature.
Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A