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ERIC Number: EJ778995
Record Type: Journal
Publication Date: 2002
Pages: 16
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0883-0355
School Reform and Transitions in Teacher Professionalism and Identity
Day, Christopher
International Journal of Educational Research, v37 n8 p677-692 2002
In this paper transitions in the operational definitions of professionalism over the last 20 years will be discussed. As a consequence of (imposed) changes in the control of curriculum and assessment and increased measures of public accountability, teachers in most countries now work within cultures in which their careers are ever more dependent upon external definitions of quality, progress and achievement for their success. Although many experienced teachers have maintained their identities, finding room to manoeuvre within a general reduction in their traditional classroom autonomy, the pressure on these and younger colleagues is to comply with competency based agendas. In such cultures, attention to teachers' identities--arguably central to sustaining motivation, efficacy, commitment, job satisfaction and effectiveness--has been limited.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A