International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Professionalism
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10 items
1
This study examines how cultural influences have characterized the ‘reforms’ in each of the three countries: England, France and Germany. Four common pressures leading to the reform of teacher education in England, France and Germany are identified as professionalisation, the Bologna Process, the Programme for International Student Assessment (PISA) and teacher recruitment.
Published: 2015
Updated: May. 30, 2016
2
This study examines how the contemporary European policy debate addresses the further development of the quality of teacher educators. This article concludes that in most countries, policy measures for teacher educators appear to be no different from measures for teachers in higher education in general, while in only a few countries are teacher educators considered a distinct professional group with its own policy measures. The most dominant stakeholders in developing actions and measures related to the professional quality of teacher educators are national governments and heads of local teacher education institutions. Teacher educators themselves, however, are much less specified as explicit stakeholders in policies on the quality of teacher educators.
Published: 2011
Updated: Oct. 02, 2013
3
This article compares three major movements demanding accountability in American education across: The efficiency reforms of the Progressive Era; The movement toward accountability in the late 1960s and early 1970s; and The modern standards and accountability movement, culminating in No Child Left Behind. This paper considers the three movements as cases of school “rationalization” in the Weberian sense in that each sought to reduce variation and discretion across schools in favor of increasingly formal systems of standardized top-down control.
Published: 2013
Updated: Jul. 03, 2013
4
In this article, the author describes the efforts of some Canadian jurisdictions to call for a professional designation for teachers. The author emphasizes the difference between teacher certification and professional designation. In addition, the author wants to reveal a certain predicament that results when the teaching profession becomes 'bound by recognition'.
Published: 2010
Updated: Mar. 24, 2011
5
The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualization. In this paper the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are 'professional self-understanding' and 'subjective educational theory'. These concepts are components of the personal interpretative framework every individual teacher develops throughout his/her career.
Published: 2009
Updated: Jul. 20, 2009
6
The goal of this research is to examine teachers’ perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analyzed by a comparative analysis.
Published: 2008
Updated: Jan. 26, 2009
7
The article explores professional learning in a secondary teachers ' development program in Greece. The investigation reveals professional learning to be characterised by a number of dimensions: professionality, mutuality, emotionality and formality. Professional learning is therefore seen as a complex process rather than linear, a step-by-step event.
Published: 2007
Updated: Jul. 30, 2008
8
The authors examine a conceptual framework for school reforms. Teacher education in Pakistan will also need to change in order to promote teacher professionalism. According to the authors, teachers must be provided with opportunities to expand capabilities through involvement, initiation, and engagement and developing collaborative school cultures.
Published: 2007
Updated: Mar. 04, 2008
9
In this article, the author presents an analysis of professionalism as defined and enacted by the History Teachers' Association of New South Wales (HTANSW). The author's aim for this project was to explore what professionalism means in practice for a unique group of teachers: those who have made an active and fundamental commitment to their subject community by voluntarily serving on the executive committee of their subject-based professional association.
Published: 2007
Updated: Feb. 17, 2008
10
The authors argue that both individual teacher autonomy at the local workplace and autonomy at the national level embracing teachers as a collective group are important in analysing teachers’ professional autonomy. In comparing teachers’ professional autonomy they differentiate between processes of individualisation and collectivisation. Their analysis indicates, although intra-national differences, that the difference between Norwegian and Swedish teachers is striking.
Published: 2007
Updated: Feb. 03, 2008