David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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British Journal of Educational Studies 56 (1):20 - 38 (2008)
What purpose is served by renovation or redesign of professionalism, and how successful a process is it likely to be? This article addresses these questions by examining the effectiveness as a professional development mechanism of the imposition of changes to policy and/or practice that require modification or renovation of professionalism. The 'new' professionalisms purported to have been fashioned over the last two or three decades across the spectrum of UK education sectors and contexts have been the subject of extensive analysis, and this article avoids going over old ground and revisiting issues that have already been much debated. Nevertheless, the example of UK government education policy during this period is used as a basis for considering the pitfalls associated with mechanisms for modifying professionalism through a reform and standards agenda. The article's analysis incorporates redefinition and examination of the concept and substance of professionalism and offers new perspectives in the form of three distinct conceptions: demanded, prescribed and enacted professionalism. Exploring the existentialist status of 'new' or 'modified' professionalisms and the relationship between professionality, professional culture and professionalism, it examines how professionalism may be interpreted and utilised for the development of education professionals.
|Keywords||professionality demanded professionalism enacted professionalism professional development ‘new’ professionalism attitudinal development prescribed professionalism functional development|
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Citations of this work BETA
Linda Evans (2013). The Professional Status of Educational Research: Professionalism and Developmentalism in Twenty-First-Century Working Life. British Journal of Educational Studies 61 (4):1-20.
Daphnee Lee & Wing On Lee (2013). A Professional Learning Community for the New Teacher Professionalism: The Case of a State-Led Initiative in Singapore Schools. British Journal of Educational Studies 61 (4):1-17.
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