‘I do not like what I am becoming but…’: transforming the identity of head teachers in Catalonia

Collet‐Sabé, Jordi

doi:10.1080/02680939.2016.1253873

Cited by 26 publications

(16 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…From a deprofessionalisation perspective, the results have been the ‘proletarianisation’ of professional work under ‘neo‐liberal governance’ (Collet‐Sabe, ). This governance is applied through regimes of accountability and ‘performativity’ (Ball, ), which are antithetical to the discretion, autonomy and collegial practices within horizontally structured organisations which form the basis of classic or, as Whitty () suggests, idealised accounts of occupational professionality.…”

Section: The Changing Professional Role and Identity Of The Head Teachermentioning

confidence: 99%

“…A key element within such accountability regimes is governance through data (Ozga, ) or, as Ball (, p. 299) argues, the ‘tyranny’ of numbers. It is claimed that such governance works not only at state level (Neave, ), but also through international educational assessment characterised as the ‘hegemony of PISA’ (Collet‐Sabe, , p. 143).…”

Section: The Changing Professional Role and Identity Of The Head Teachermentioning

confidence: 99%

“…Parallel to this intensification of accountability have been decentralisation reforms which have provided HTs with more autonomy and responsibility. Within this paradoxical or ‘oxymoronic’ (Wilkins, , ) position, HTs are seen as both ‘determinant agents’ of success/failure and implementers of policies which ‘dis‐empower and mistrust them’ (Collet‐Sabe, , p. 148). The expansion of responsibility has resulted in the locus of headship expanding to include budgeting, human resources, management of staff and the school's physical spaces, moving the HT role beyond its ‘core’ function of leading teaching and curriculum development (Brundrett & Rhodes, ).…”

Section: The Changing Professional Role and Identity Of The Head Teachermentioning

confidence: 99%

See 2 more Smart Citations

Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales

Connolly

Milton

Davies

et al. 2018

British Educational Res J

View full text Add to dashboard Cite

This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post-2011 has restricted HTs' professional agency and re-orientated the head teacher role towards organisational professionalism. Drawing on semi-structured interviews (n=30) with both head and deputy head teachers, the article argues that issues with the recruitment and retention of HTs in Wales can, in part, be explained by the promotion of managerial and technicist approaches to professional practice. This role reconfiguration is the result of myriad and, at times, overlapping accountability mechanisms. The article illustrates how these changes to HT professional roles and identity are more intense within a small education system where HTs had, traditionally, enjoyed an elite professional status. To ameliorate these issues, the article proposes policy initiatives which the Welsh Government could introduce to foster the agency of HTs within a revised professional framework for educational leadership in Wales.

show abstract

Section: The Changing Professional Role and Identity Of The Head Teachermentioning

confidence: 99%

Section: The Changing Professional Role and Identity Of The Head Teachermentioning

confidence: 99%

Section: The Changing Professional Role and Identity Of The Head Teachermentioning

confidence: 99%

See 1 more Smart Citation

Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales

Connolly

Milton

Davies

et al. 2018

British Educational Res J

View full text Add to dashboard Cite

show abstract

“…Específicamente, en los estudiantes de PGB se miden los conocimientos pedagógicos, las habilidades de comunicación escrita y los conocimientos disciplinarios de las áreas de (EducarChile, 2012): Lenguaje y Comunicación, Matemática, Ciencias Naturales e Historia, Geografía y Ciencias Sociales. En definitiva, la prueba INICIA fomenta la estandarización de la formación inicial docente (Rivero y Hurtado, 2015;Collet-Sabé, 2017), en base a criterios supranacionales (Organización para la Cooperación y Desarrollo Económicos, 2005;Ávalos, 2014).…”

Section: Discussionunclassified

“…La confrontación entre los enfoques eficientistas y humanistas (UNESCO, 2015; Belletich, Wilhelmi y Angel-Alvarado, 2016) repercute en las políticas educativas de los países, al punto que el profesorado generalista no estaría desarrollando las competencias necesarias en todas las áreas del conocimiento durante su formación inicial (Serrano, Lera y Contreras, 2007;Hietanen, Ruokonen, Ruismäki y Enbuska, 2016; Ballantyne y Zhukov, 2017), ya que algunas asignaturas cobrarían más valor que otras por cuestiones ligadas a la estandarización de la educación (Aróstegui, 2016;Collet-Sabé, 2017;Juntunen, 2017). Esta inequidad curricular tiene implicaciones en las escuelas primarias, ya que es común observar que la autoeficacia y confianza del profesorado generalista es considerablemente menor en la asignatura de música que en otras ramas del conocimiento (Garvis, 2012;Pitts, 2012).…”

Section: Introductionunclassified

Formación inicial del profesorado generalista en Chile: Análisis desde la perspectiva de la educación musical

Ángel-Alvarado

2018

REDU

View full text Add to dashboard Cite

<p>En algunos países occidentales, los programas de formación inicial del profesorado generalista están relegando la responsabilidad de articular los conocimientos musicales con los pedagógicos a los estudiantes de magisterio. Por lo tanto, en un mismo sistema educativo se estaría generando una multiplicidad de representaciones sobre la educación musical. El objetivo de este estudio es determinar la formación pedagógica y musical que imparten las universidades acreditadas chilenas en sus carreras profesionales de Pedagogía General Básica, conforme al currículo nacional para la asignatura de música que establece el Ministerio de Educación de Chile. La Arquitectura Holística para la Educación Musical se emplea como enfoque de investigación. Los resultados muestran que la realidad chilena no es distinta de otros contextos de occidente debido a que se ha puesto en tela de juicio la relevancia que las mismas universidades asignan a la didáctica de la música durante la formación inicial docente. Las conclusiones hacen notar que existirían inconsistencias entre los intereses ministeriales para la asignatura de música y las respuestas epistémicas de las universidades chilenas. Es imperioso entonces que los programas universitarios se ajusten al currículo nacional chileno. Es decir, la formación inicial del profesorado generalista se debería orientar hacia la formación especializada en “educación musical”, lo que implica dominar tanto competencias musicales como pedagógicas para llevar a cabo la didáctica de la música.</p>

show abstract

Global Inclusive Education: Challenges for the Future

Soldevila-Pérez

Naranjo

Collet‐Sabé

2022

Inclusive Learning and Educational Equity

View full text Add to dashboard Cite

‘I do not like what I am becoming but…’: transforming the identity of head teachers in Catalonia

Cited by 26 publications

References 31 publications

Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales

Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales

Formación inicial del profesorado generalista en Chile: Análisis desde la perspectiva de la educación musical

Global Inclusive Education: Challenges for the Future

Contact Info

Product

Resources

About