Teacher Professionalism and Good Teaching: Policy

Transcript:Teacher Professionalism and Good Teaching: Policy:
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) 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) 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. 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