David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
British Journal of Educational Studies 55 (1):56 - 76 (2007)
This paper explores the effects of enacting a collaborative and enquiry based model of teacher professionalism in the UK. Based on work with Chartered Teachers in Scotland, it indicates that the barriers to changing the basis of teacher professionalism are complex and multi-faceted because of the contested nature of teachers' work identities. Chartered Teacher status is achieved by qualification against an occupational standard which positions those who attain it as leading teachers, exerting a significant influence with their colleagues to improve the quality of teaching and learning in schools. This paper looks at some of the conceptual and practical difficulties faced by Chartered Teachers as they try to enact what this new 'status' means. It argues that those with an interest in the professional development of teachers need to position themselves as knowing agents in the complex systemic and political aspects of changing practice in schools.
|Keywords||professionalism CPD (continuing professional development) teacher leadership|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
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.
Similar books and articles
Margaret Kirkwood & Donald Christie (2006). The Role of Teacher Research in Continuing Professional Development. British Journal of Educational Studies 54 (4):429 - 448.
Ann Lieberman (ed.) (1988). Building a Professional Culture in Schools. Teachers College Press.
Manfred Lang (ed.) (1999). Changing Schools, Changing Practices: Perspectives on Educational Reform and Teacher Professionalism. Garant.
Christopher Winch (2004). What Do Teachers Need to Know About Teaching? A Critical Examination of the Occupational Knowledge of Teachers. British Journal of Educational Studies 52 (2):180 - 196.
Yen-Hsin Chen & Kristján Kristjánsson (2011). Private Feelings, Public Expressions: Professional Jealousy and the Moral Practice of Teaching. Journal of Moral Education 40 (3):349-358.
Zhu Xiaoman & Liu Cilin* (2004). Teacher Training for Moral Education in China. Journal of Moral Education 33 (4):481-494.
Steve Parsons (1997). British Communist Party School Teachers in the 1940s and 1950s. Science and Society 61 (1):46 - 67.
Joanna Haynes & Karin Murris (2011). The Provocation of an Epistemological Shift in Teacher Education Through Philosophy with Children. Journal of Philosophy of Education 45 (2):285-303.
John Immerwahr (2008). Augustine's Advice for College Teachers: Ever Ancient, Ever New. Metaphilosophy 39 (4-5):656-665.
Edwin Cox (1982). The Moral Stance of the Teacher. Journal of Moral Education 11 (2):75-81.
Ian Hardy (2012). The Politics of Teacher Professional Development: Policy, Research and Practice. Routledge.
Alan J. Reiman & Sandra Deangelis Peace (2002). Promoting Teachers' Moral Reasoning and Collaborative Inquiry Performance: A Developmental Role-Taking and Guided Inquiry Study. Journal of Moral Education 31 (1):51-66.
Mariale Hardiman, Luke Rinne, Emma Gregory & Julia Yarmolinskaya (2012). Neuroethics, Neuroeducation, and Classroom Teaching: Where the Brain Sciences Meet Pedagogy. [REVIEW] Neuroethics 5 (2):135-143.
Added to index2011-05-29
Total downloads4 ( #391,261 of 1,707,715 )
Recent downloads (6 months)1 ( #352,634 of 1,707,715 )
How can I increase my downloads?