Extended Education: Professionalization and Professionalism of Staff

Schuepbach, Marianne

doi:10.3224/ijree.v4i1.24772

Cited by 8 publications

(2 citation statements)

References 2 publications

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“…Professionalism focuses on the competence, qualifications and acquired capacities required to pursue a given profession and is largely dependent on professional development throughout one's career. To ensure quality, teachers must be committed to learning throughout and beyond their life work at school (Schuepbach, 2016). While professionalization and professionalism may be in harmony, in some cases they are not, as intensive professionalization does not always guarantee greater professionalism (Hargreaves, 2000;Sachs, 2016).…”

Section: Introductionmentioning

confidence: 99%

Professionalization and Professionalism of Teaching and Teachers in Israel

Zuzovsky¹,

Donitsa‐Schmidt²

2020

Parezja

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Section: Introductionmentioning

confidence: 99%

Professionalization and Professionalism of Teaching and Teachers in Israel

Zuzovsky¹,

Donitsa‐Schmidt²

2020

Parezja

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“…Ett framträdande spår i diskussionerna är därtill barn och unga som aktiva aktörer i sina egna lärprocesser och hur det vidgande lärandet inom olika varianter av extended education påverkar deras sociala utveckling, skolprestationer och framtida möjligheter på arbetsmarknaden (Aguirre, 2015;Kanefuji, 2015;Sauerwein, Theis & Fischer, 2016;Simoncini, Cartmel & Young, 2015;Vest, Mahoney & Simpkins, 2013). I takt med att efterfrågan av pedagogisk verksamhet utanför den traditionella skolan ökar och allt fler barn i skolåldern deltar i densamma hamnar även kvalitetsfrågan högt upp på forskningsagendan, vanligen i samband med frågor om professionalisering, professionalism och multiprofessionellt samarbete gällande personalen (Huang, La Torre Matrundola & Leon, 2014;Schuepbach, 2016).…”

Section: Introduktionunclassified

Lärare, barn och lärande i kurslitteratur

Ljusberg

Holmberg

2019

educare

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In recent years, the number of different course books focused on school-age educare available for undergraduates in teacher education programs for primary school has increased. Thus studying what particular version of school-age educare is legitimized in this discursive practice and how this is done rhetorically becomes pertinent. This article examines and illuminates how this course literature – used at several universities in Sweden – stages a certain way of speaking about school-age educare and thereby may ascribe teachers and children specific subject positions. The study shows how recurrent ideological dilemmas are used as linguistic resources to manage some constantly present contradictions: school-age educare is supposed to be both democratic and child centered, as well as professionally planned and lead. The findings illuminate a homogenous depiction of how school-age educare is distinguished from traditional and formal schooling and thereby promoted as a unique but also necessary form of education. As a consequence, an ideal teacher is someone who is specialized in being actively passive and passively active, and an expert on children’s learning while children are considered experts on themselves and in the activities as well. That is, teacher’s professionalism in educare is tied to the skill of not being formal and school-like, but still being educational in a way that promotes politically-approved learning and development.

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