Teacher Professionalism

A CASE OF DIFFERENT PERSPECTIVES

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 What is Professionalism?

1. To be an expert in some skill or field of knowledge

(Latin meaning)

2. Hoyle’s Definition:
a. strategies used to improve status, salary and
conditions (1975)
b. improvement of the quality of service over
enhancement of status (2001)

3. Boyt, Lusch, Naylor (2001): multi-dimensional

a. one’s attitudes towards the job
b. achievement of high level standards
 Professionalization vs. Professionalism

Professionalization:
promoting the material or ideal interests of an
occupational group

Professionalism:
a. Focuses on the qualifications, capacities, competence
required for the successful exercise of an occupation
b. David’s 5 professional criteria

c. Barber’s 4 main characteristics of professional behavior

 Teacher Professionalism

1. Professional or Semi-Professional

2. Old vs. New Professionalism

3. Hargreaves’s 4 historical phases

4. Ozga, Carter and Passy, Lawn, Evans,

Goodson
 David’s 5 professional criteria

1. Public service

2. Theoretical and practical

3. Ethical dimension (code of practice)

4. Organized and regularized

5. Individual autonomy (practioners)

 Characteristics of Professional Behavior

1. generalized and systematic knowledge

2. community over individual interest

3. self-control

4. a system of rewards
Professional or Semi-Professional

Doctors vs Teachers
Lawyers

DEGREE OF AUTONOMY
Teachers decision-making abilities
Have more, if not are largely governed by outside
full, control over
their work
forces (school admin, governing
organization)
 Old vs New Professionalism
(Transformative Professionalism)
1. Inclusive membership
1. Exclusive membership 2. Public ethical code of practice

2. Conservative practices 3. Collaborative and collegial

4. Activist orientation
3. Self-interest
5. Flexible and progressive
4. External regulation 6. Responsive to change

5. Slow to change 7. Self-regulating

8. Policy-active
6. Reactive
9. Enquiry-oriented
10. Knowledge building
 4 Historical Phases

1. pre-professional age
(Teaching was managerially demanding but technically simple)

2. Age of autonomous professional

(Autonomy became an important component of the teaching profession)

3. Age of collegial profession

(characterized by strong professional cultures of collaboration)

4. Post-professional age
(struggle between groups that want to de-professionalize teaching and
groups who want to redefine teacher professionalism)
 Teacher Professionalism According To:

Ozga:
a device of professional control
Stevenson, Carter & Passy:
positioned in a socio-historical context and fashioned
to represent and mobilize particular interests
Evans:
New Professionalism focuses on practioner control
and proactivity.

Goodson:
There is a huge amount of antipathy to teacher
professionalization.