NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ812452
Record Type: Journal
Publication Date: 2008-Aug
Pages: 12
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1354-0602
Teacher Professionalism in Flemish Policy on Teacher Education: A Critical Analysis of the Decree on Teacher Education (2006) in Flanders, Belgium
Simons, Maarten; Kelchtermans, Geert
Teachers and Teaching: Theory and Practice, v14 n4 p283-294 Aug 2008
This article uses the new Decree on teacher education in Flanders, Belgium, as a case study to critically examine the changes in the conception of teacher professionalism in education policy. In this examination, the focus is on the "form of problematisation" (Foucault) that is enacted in the texts of the Decree. It will be argued that the Decree reflects the movement from a profession-oriented to a market-oriented form of problematisation of teaching and teacher education. The new conception of teacher professionalism will be identified at four levels in the new Decree on teacher education: (1) the definition of the teacher (and her training) as a strategic policy target, (2) the structural reform of teacher education, (3) the qualitative reform of teacher education, and (4) the organisational framing of institutes for teacher education. Based on this analysis, the article concludes that "profession-oriented virtues" (expertise, responsibility and autonomy) are replaced by "entrepreneurial" or "market-oriented" virtues (competency/effectiveness, responsiveness and flexibility). (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium