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ERIC Number: EJ945113
Record Type: Journal
Publication Date: 2012-Jan
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Teaching, Morality, and Responsibility: A Structuralist Analysis of a Teachers' Code of Conduct
Shortt, Damien; Hallett, Fiona; Spendlove, David; Hardy, Graham; Barton, Amanda
Teaching and Teacher Education: An International Journal of Research and Studies, v28 n1 p124-131 Jan 2012
In this paper we conduct a Structuralist analysis of the General Teaching Council for England's "Code of Conduct and Practice for Registered Teachers" in order to reveal how teachers are required to fulfil an apparently impossible social role. The GTCE's "Code," we argue, may be seen as an attempt by a government agency to resolve the political and ideological tensions that emerge in a society that grapples with the paradox of revering individual autonomy whilst simultaneously being dependent upon state-delivered services like a national education system. In such a situation it seems that teachers are a locus in which these tensions collide. However, the GTCE's attempt to bridge the philosophical gaps provides an opportunity, we conclude, for teachers and teacher-educators to explore the differences between public myths of the teaching profession and the lived reality of life in the classroom. (Contains 3 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)