Teacher professionalism, according to Bartley and Diamond (2010), refers to a kind of ‘professional activities’ consists of ‘qualifications, standards and accountabilities’ (p.4). It also contains several other broader values, including ‘furthering individual and social development, fulfilment and emancipation’ (ibid, p.4). The initial features that covered to term professionalism, according to Millerson (1964), include:
• the use of skills based on theoretical knowledge
• education and training in those skills certified by examination
• a code of professional conduct oriented toward the ‘public good’
• a powerful professional organisation
(cited in Whitty, 2006, p.2)
Teachers who behave under the guidance of these initial concepts …show more content…
This tendency is what Hoyle (1980) summarised as “restricted professionalism”. Teachers with restricted professionalism tend to be more ‘self-concerned’ and ‘task-concerned’ (Jongmans, 1998, p.465). Teachers’ concerns are generally divided into three categories: ‘self-concern, task-concern and other-concern’ (Berg and Vandenberghe, 1981, cited in Jongmans, et al. 1998, p.466). Those teachers who paid more attention to the first two are regarded with restricted professionalism, which stresses teachers’ roles in class. However, recently, some experts started to regard the definition of professionalism as a ‘shifting phenomenon’ (Whitty, 2006,p.2), changing and regaining new meaning with the particular time (Hanlon, 1998). Current educational reform brings about the new tendency of ‘marketisation’, ‘devolution’ and ‘competition’ in education globally (Whitty, 2006, p.1), resulting in the re-conception of …show more content…
Sockett (1996) supported it by stating that teachers’ extended professionalism disputed teachers with more responsibilities and authorities to be involved in other issues in schools, thus was beneficial in breaking down their divisions with school principals and other administrators. He described such division as that ‘education researchers are largely locked up in ivory towers administrators in office, and teachers in classroom’ (p.25). In this situation, those administrators were isolated from classroom practice due to the bureaucratic control of the educational system, while teachers were merely strained in their classrooms with less chance to express their opinion about teaching realities (ibid, 1996). Teachers are the direct contactor with students, who are more familiar with their needs and expectations, and have sufficient experience about what to teach and how to teach, while administrators only work on the related policies or principles by pure imagination or by their own beliefs. Therefore, teachers’ extended professionalism will break down such divisions, and eventually, educational efficiency of a particular institution can be
• the use of skills based on theoretical knowledge
• education and training in those skills certified by examination
• a code of professional conduct oriented toward the ‘public good’
• a powerful professional organisation
(cited in Whitty, 2006, p.2)
Teachers who behave under the guidance of these initial concepts …show more content…
This tendency is what Hoyle (1980) summarised as “restricted professionalism”. Teachers with restricted professionalism tend to be more ‘self-concerned’ and ‘task-concerned’ (Jongmans, 1998, p.465). Teachers’ concerns are generally divided into three categories: ‘self-concern, task-concern and other-concern’ (Berg and Vandenberghe, 1981, cited in Jongmans, et al. 1998, p.466). Those teachers who paid more attention to the first two are regarded with restricted professionalism, which stresses teachers’ roles in class. However, recently, some experts started to regard the definition of professionalism as a ‘shifting phenomenon’ (Whitty, 2006,p.2), changing and regaining new meaning with the particular time (Hanlon, 1998). Current educational reform brings about the new tendency of ‘marketisation’, ‘devolution’ and ‘competition’ in education globally (Whitty, 2006, p.1), resulting in the re-conception of …show more content…
Sockett (1996) supported it by stating that teachers’ extended professionalism disputed teachers with more responsibilities and authorities to be involved in other issues in schools, thus was beneficial in breaking down their divisions with school principals and other administrators. He described such division as that ‘education researchers are largely locked up in ivory towers administrators in office, and teachers in classroom’ (p.25). In this situation, those administrators were isolated from classroom practice due to the bureaucratic control of the educational system, while teachers were merely strained in their classrooms with less chance to express their opinion about teaching realities (ibid, 1996). Teachers are the direct contactor with students, who are more familiar with their needs and expectations, and have sufficient experience about what to teach and how to teach, while administrators only work on the related policies or principles by pure imagination or by their own beliefs. Therefore, teachers’ extended professionalism will break down such divisions, and eventually, educational efficiency of a particular institution can be