Teacher Professionalism and Good Teaching: Policy
Description: Teacher Professionalism and Good Teaching: Policy and Practice in Scotland and Wales Amy Aukland PhD Education (Year 1) Context: education reform in Scotland and Wales. Teacher professionalism key to educational improvement. Professional
Related Topics
Download Presentation
"Teacher Professionalism and Good Teaching: Policy" is the property of its rightful owner. Permission is granted to download and print the materials on this website for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Presentation Transcript
slide1. Teacher Professionalism and Good Teaching:
Policy and Practice in Scotland and Wales Amy Aukland
PhD Education
(Year 1) Context: education reform in Scotland and Wales. Teacher professionalism key to educational improvement.
Professional learning, professional standards, curriculum co-construction, research-literacy. (Scottish Government, 2016; Welsh Government, 2017) What kind of professional learning? (Biesta, 2017; Mockler, 2020)
Focus on individual teacher capacity. (Priestley et al., 2015) Problems: “Teacher professionalism demonstrates the overall quality of the teaching workforce in Scotland”
(Scottish Government, 2016, p. 12)<br>
slide2. Teacher Professionalism and Good Teaching:
Policy and Practice in Scotland and Wales Amy Aukland
PhD Education
(Year 1) Teacher professionalism: a contested concept. Teacher Professionalism: the guiding principles of conduct and governance established to improve the quality of teaching.
(my definition, drawing on: Darling-Hammond, 1990; Sockett, 1993; Hargreaves, 2000) Managerial professionalism
Democratic professionalism
Collaborative professionalism
Transformative professionalism
Moral professionalism So: teacher professionalism should enable good teaching. Knowledge
Autonomy
Accountability
(Furlong et al., 2000; Sachs, 2001; Biesta, 2017; Larsen et al., 2020)<br>
slide3. Teacher Professionalism and Good Teaching:
Policy and Practice in Scotland and Wales Amy Aukland
PhD Education
(Year 1) Excessive responsibility on individual teacher capacity.
Tensions in practice. (Moore & Clarke, 2016; Tatto, 2021; Browes & Altinyelken, 2022)
Question of good teaching. Why is this important? Quality of teaching depends on its PURPOSE.<br>
slide4. References Biesta, G. J. J. (2017) ‘Education, Measurement and the Professions: reclaiming a space for democratic professionality in education’, Educational Philosophy and Theory, 49(4), pp. 315-330.
Browes, B. and Altinyelken, H. K. (2022) ‘Professionalism in the era of accountability: Role discrepancy and responses among teachers in the Netherlands’, The British Journal of Sociology, 73(1), pp. 188-205.
Darling-Hammond, L. (1990) ‘Teacher Professionalism: Why and How’ . In: Lieberman, A. (ed.) Schools as Collaborative Cultures: Creating the Future Now, 1st ed. Hampshire: The Falmer Press, pp. 25-50.
Furlong, J., Barton, L., Miles, S., Whiting, C., and Whitty, G. (2000) Teacher Education in Transition: Re-forming Professionalism? 1st ed, Buckingham: Open University Press.
Hargreaves, A. (2000) ‘Four Ages of Professionalism and Professional Learning’, Teachers and Teaching, 6(2), pp. 151-182.
Larsen, E., Moller, J., and Jensen, R. (2020) ‘Constructions of professionalism and the democratic mandate in education: A discourse analysis of Norwegian public policy documents’, Journal of Education Policy, DOI: 10.1080/02680939.2020.1774807. Available at: https://doi.org/10.1080/02680939.2020.1774807. (Accessed 22/05/21)
Mockler, N. (2020) ‘Teacher professional learning under audit: reconfiguring practice in an age of standards’, Professional Development in Education, pp. 1-15, DOI: 10.1080/19415257.2020.1720779.
Moore, A. and Clarke, M. (2016) ‘“Cruel Optimism”: a teacher attachment to professionalism in an era of performativity’, Journal of Education Policy, 31(5), pp. 666-677.
Priestley, M., Biesta, G. and Robinson, S. (2015) Teacher Agency: An Ecological Approach. 1st ed. London: Bloomsbury.
Pring, R. (2015) Philosophy of Educational Research, 3rd ed., London: Bloomsbury Publishing Plc.
Sachs, J. (2001) ‘Teacher professional identity: competing discourses, competing outcomes’, Journal of Education Policy, 16(2), pp. 149-161.
Scottish Government (2016) National Improvement Framework for Scottish Education: Achieving Excellence and Equity. Edinburgh: APS Group.
Sockett, H. (1993) The Moral Base for Teacher Professionalism, 1st ed. New York: Teachers College Press.
Tatto, M. T. (2021) ‘Professionalism in teaching and the role of teacher education’, European Journal of Teacher Education, 44(1), pp. 20-44.
Welsh Government (2017) Education in Wales: Our National Mission. Action Plan 2017-21. Cardiff: Crown. Teacher Professionalism and Good Teaching:
Policy and Practice in Scotland and Wales Amy Aukland
PhD Education
(Year 1)<br>
Policy and Practice in Scotland and Wales Amy Aukland
PhD Education
(Year 1) Context: education reform in Scotland and Wales. Teacher professionalism key to educational improvement.
Professional learning, professional standards, curriculum co-construction, research-literacy. (Scottish Government, 2016; Welsh Government, 2017) What kind of professional learning? (Biesta, 2017; Mockler, 2020)
Focus on individual teacher capacity. (Priestley et al., 2015) Problems: “Teacher professionalism demonstrates the overall quality of the teaching workforce in Scotland”
(Scottish Government, 2016, p. 12)<br>
slide2. Teacher Professionalism and Good Teaching:
Policy and Practice in Scotland and Wales Amy Aukland
PhD Education
(Year 1) Teacher professionalism: a contested concept. Teacher Professionalism: the guiding principles of conduct and governance established to improve the quality of teaching.
(my definition, drawing on: Darling-Hammond, 1990; Sockett, 1993; Hargreaves, 2000) Managerial professionalism
Democratic professionalism
Collaborative professionalism
Transformative professionalism
Moral professionalism So: teacher professionalism should enable good teaching. Knowledge
Autonomy
Accountability
(Furlong et al., 2000; Sachs, 2001; Biesta, 2017; Larsen et al., 2020)<br>
slide3. Teacher Professionalism and Good Teaching:
Policy and Practice in Scotland and Wales Amy Aukland
PhD Education
(Year 1) Excessive responsibility on individual teacher capacity.
Tensions in practice. (Moore & Clarke, 2016; Tatto, 2021; Browes & Altinyelken, 2022)
Question of good teaching. Why is this important? Quality of teaching depends on its PURPOSE.<br>
slide4. References Biesta, G. J. J. (2017) ‘Education, Measurement and the Professions: reclaiming a space for democratic professionality in education’, Educational Philosophy and Theory, 49(4), pp. 315-330.
Browes, B. and Altinyelken, H. K. (2022) ‘Professionalism in the era of accountability: Role discrepancy and responses among teachers in the Netherlands’, The British Journal of Sociology, 73(1), pp. 188-205.
Darling-Hammond, L. (1990) ‘Teacher Professionalism: Why and How’ . In: Lieberman, A. (ed.) Schools as Collaborative Cultures: Creating the Future Now, 1st ed. Hampshire: The Falmer Press, pp. 25-50.
Furlong, J., Barton, L., Miles, S., Whiting, C., and Whitty, G. (2000) Teacher Education in Transition: Re-forming Professionalism? 1st ed, Buckingham: Open University Press.
Hargreaves, A. (2000) ‘Four Ages of Professionalism and Professional Learning’, Teachers and Teaching, 6(2), pp. 151-182.
Larsen, E., Moller, J., and Jensen, R. (2020) ‘Constructions of professionalism and the democratic mandate in education: A discourse analysis of Norwegian public policy documents’, Journal of Education Policy, DOI: 10.1080/02680939.2020.1774807. Available at: https://doi.org/10.1080/02680939.2020.1774807. (Accessed 22/05/21)
Mockler, N. (2020) ‘Teacher professional learning under audit: reconfiguring practice in an age of standards’, Professional Development in Education, pp. 1-15, DOI: 10.1080/19415257.2020.1720779.
Moore, A. and Clarke, M. (2016) ‘“Cruel Optimism”: a teacher attachment to professionalism in an era of performativity’, Journal of Education Policy, 31(5), pp. 666-677.
Priestley, M., Biesta, G. and Robinson, S. (2015) Teacher Agency: An Ecological Approach. 1st ed. London: Bloomsbury.
Pring, R. (2015) Philosophy of Educational Research, 3rd ed., London: Bloomsbury Publishing Plc.
Sachs, J. (2001) ‘Teacher professional identity: competing discourses, competing outcomes’, Journal of Education Policy, 16(2), pp. 149-161.
Scottish Government (2016) National Improvement Framework for Scottish Education: Achieving Excellence and Equity. Edinburgh: APS Group.
Sockett, H. (1993) The Moral Base for Teacher Professionalism, 1st ed. New York: Teachers College Press.
Tatto, M. T. (2021) ‘Professionalism in teaching and the role of teacher education’, European Journal of Teacher Education, 44(1), pp. 20-44.
Welsh Government (2017) Education in Wales: Our National Mission. Action Plan 2017-21. Cardiff: Crown. Teacher Professionalism and Good Teaching:
Policy and Practice in Scotland and Wales Amy Aukland
PhD Education
(Year 1)<br>