2.3. The Perspectives on Teachers’ Extended Professionalism from School Teachers’ to University Teachers’
The current problem is, however, the existed theories and research studies mostly targeted schoolteachers, then what about it for university teachers? The distinctions between their academic essence and professional responsibilities paved the way for the assumption that their views toward the extended professionalism may also be different.
The major differences of these two roles are that: firstly, they are dealing with students from different age groups, the former group is dealing with students aged below 18, while the latter is with students mostly between the 18-22. The distinctive expectations and needs for the former and latter age groups may be one of the reasons that resulted in teachers’ diverse attitudes toward the extended professionalism (Armstrong, 2008). Secondly, some of the aspects of university teachers’ jobs that are not part of schoolteachers’ roles-like research and publication (ibid, 2008). These disparities determined that how schoolteachers regard of the extended professionalism cannot completely reflect university teachers’ perspectives …show more content…
In addition, the results of the extended professionalism cannot be known in advance. As Allen (2004) expressed that it hasn 't been clarified about what is the result of teachers’ expended professionalism that we should expect. Due to the lack a clear guidance for teachers to expand their professionalism, added that the result is unexpected, whether extending teachers’ professionalism will bring benefits becomes controversial, and few teachers or educational institutions are willing to take such a
The current problem is, however, the existed theories and research studies mostly targeted schoolteachers, then what about it for university teachers? The distinctions between their academic essence and professional responsibilities paved the way for the assumption that their views toward the extended professionalism may also be different.
The major differences of these two roles are that: firstly, they are dealing with students from different age groups, the former group is dealing with students aged below 18, while the latter is with students mostly between the 18-22. The distinctive expectations and needs for the former and latter age groups may be one of the reasons that resulted in teachers’ diverse attitudes toward the extended professionalism (Armstrong, 2008). Secondly, some of the aspects of university teachers’ jobs that are not part of schoolteachers’ roles-like research and publication (ibid, 2008). These disparities determined that how schoolteachers regard of the extended professionalism cannot completely reflect university teachers’ perspectives …show more content…
In addition, the results of the extended professionalism cannot be known in advance. As Allen (2004) expressed that it hasn 't been clarified about what is the result of teachers’ expended professionalism that we should expect. Due to the lack a clear guidance for teachers to expand their professionalism, added that the result is unexpected, whether extending teachers’ professionalism will bring benefits becomes controversial, and few teachers or educational institutions are willing to take such a