Four Ages of Professionalism and Professional Learning

Hargreaves, Andy

doi:10.1080/713698714

Cited by 845 publications

(830 citation statements)

References 31 publications

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“…However, as Whitty (2008) specifically points out, "more recent sociological perspectives on professionalism have rejected such normative notions of what it means to be a professional" (p. 32). Furthermore, regarding teachers' professionalism, Hargreaves (2000) identified such a development through four broad historical phases. a) The pre-professional age, in which teaching was seen "as managerially demanding but technically simple, and its principles and parameters were treated as unquestioned commonsense.…”

Section: Teachers' Professionalismmentioning

confidence: 99%

Teachers’ Perceptions of Professionalism and Professional Development: A Case Study in Greece

Ifanti

Fotopoulou²

2011

WJE

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The purpose of this paper is to explore the notions of teachers' professionalism and professional development by investigating the views of in-service primary teachers in Greece. An empirical study was carried out at the In-Service Teachers' Training School of the Department of Primary Education of the University of Patras, Greece. Our research data were collected by using anonymously filled in questionnaires. The results revealed that the teachers of our sample were acquainted with the issues of professionalism and sought to enhance their professional development. They also stressed the importance to be offered more opportunities for lifelong learning education. This study expands our understanding of the factors which affect teachers' professionalism and professional development.

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Section: Teachers' Professionalismmentioning

confidence: 99%

Teachers’ Perceptions of Professionalism and Professional Development: A Case Study in Greece

Ifanti

Fotopoulou²

2011

WJE

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“…Many academics have "debated whether teaching is a profession or a semi-profession, whether it is an art, a craft or a science" (Talbert & McLaughlin, 1996, p. 129). Despite the definition, or lack of definition, many researchers agree that the existence of a distinct knowledge base is the key aspect of a profession (Hargreaves, 2000;Hargreaves & Goodson, 1996;Helsby & McCulloch, 1996;Talbert & McLaughlin, 1996). Professionalization, as discussed in the introduction to this section, is often erroneously used interchangeably with professionalism.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Despite the dynamic nature of society's views on professionalism, Hargreaves (2000) suggested some constants have emerged through which professionalism can be understood. definition of professionalism is embedded the idea of autonomy -teachers' ability to make decisions about how to teach, based on their knowledge of subject and students.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Hibbert and Iannacci (2005) suggested that "increased pressures on school boards, administrators, and teachers to adhere rigidly to the management and measurements of standardized curricula and testing" (p. 716) results in the degradation of formal education to a system of reporting and accountability whereby goals are measured and determined by specific output. Hargreaves (2000) warned that such a subjugation of public education results in the de-professionalism of teachers; a situation he described wherein "professionalism is diminished…by subjecting [teachers] to the detailed measurement and control of narrowly conceived competence frameworks" (p. 167).…”

Section: Revue Des Sciences De L'éducation De Mcgill • Vol 51 N O 2 mentioning

confidence: 99%

“…Professionalization, as discussed in the introduction to this section, is often erroneously used interchangeably with professionalism. In fact, professionalization is a related term which refers to the specific aspects of the status of teachers as professionals, including issues related to professionalization such as salary, status, and power (Evetts, 2013;Hargreaves, 2000). Doyle (1986) defined a professional as "the master of a discipline and its interpreter" (p. 7).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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The Struggle for Teacher Professionalism in a Mandated Literacy Curriculum

Costello

2017

mje

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This article reports on a study investigating how elementary teachers experienced the literacy initiatives that have been implemented in schools across PEI over the past five years. Such initiatives included the implementation of standardized instructional and assessment materials across the board and the emphasis on consistency of program use, reporting, and evaluation. Data were gathered through an online survey and interviews. Throughout this study, issues of professionalism, emotional impact, and teacher resistance were explored. This article focuses specifically on the issue of teacher professionalism and its relationship with prescribed curriculum. Findings suggest that professionalism is challenged when teachers attempt to adhere to the fidelity of program processes. However, fidelity to the purpose of a program would allow for teacher decision-making and autonomy within the context of any given program or practice.Ce texte présente les résultats d’un projet de recherche explorant la manière dont les enseignants de l’Île-du-Prince-Édouard ont vécu la mise en place d’actions en littératie au cours des cinq dernières années. Des données ont été recueillies à l’aide d’un sondage en ligne et d’entrevues. Au cours de l’enquête, des problématiques relatives au professionnalisme, aux impacts émotionnels et à la résistance des enseignants ont été explorées. Cet article s’attarde particulièrement à la question du professionnalisme enseignant dans le cadre d’un programme prescrit. Les résultats indiquent que lorsque les enseignants tentent de se conformer scrupuleusement aux processus du programme, ceux-ci le font au détriment de leur professionnalisme enseignant. Cependant, être fidèles aux objectifs du programme permettrait aux enseignants de préserver leur capacité à prendre des décisions et leur autonomie et ce, au sein de n’importe lequel programme ou milieu de travail

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Professionalism and English Language Teaching

Coombe¹

2018

The TESOL Encyclopedia of English Language Teaching

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What does it mean to be a professional and to exhibit professionalism? The answer to this important question might depend on the context teachers are in as well as the professional activities they engage in. Recent literature on teacher professionalism has focused on the development of the types of teacher professionalism that have been identified as well as the expected characteristics of teachers who exhibit high levels of professionalism. In this entry, the author explores the literature on professionalism and presents definitions of what it means to be a professional. Other content to be covered includes the characteristics associated with professionalism and the challenges ELT educators face when being professional. General and field‐specific strategies for improving one's professionalism will also be shared.

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Four Ages of Professionalism and Professional Learning

Cited by 845 publications

References 31 publications

Teachers’ Perceptions of Professionalism and Professional Development: A Case Study in Greece

Teachers’ Perceptions of Professionalism and Professional Development: A Case Study in Greece

The Struggle for Teacher Professionalism in a Mandated Literacy Curriculum

Professionalism and English Language Teaching

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