Is teaching a profession: How would we know?

Strike, Kenneth A.

doi:10.1007/bf00177132

Cited by 18 publications

(5 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As schools and school systems became more bureaucratized, the work of teachers more scrutinized, and the outcomes of schooling more politicized, teachers were (and continue to be) in many ways de-professionalized, their work of educating children routinized, and the measures by which the performance of teachers and students are evaluated standardized. Curti (1959), Selden (1985), Strike (1990), Spring (2018), and others have shown that teachers have historically struggled with issues of professionalism and deprofessionalization. In the first half of the twentieth century, many educators and their organizations were concerned with being perceived as salaried professionals, not laborers.…”

Section: A Brief Us History Of Educator Labor Organizingmentioning

confidence: 99%

“…In the first half of the twentieth century, many educators and their organizations were concerned with being perceived as salaried professionals, not laborers. It was thought that engaging in strikes or other work stoppages would effectively delegitimize teachers as professionals and the work in which they engaged as intellectually rigorous, requiring specialized knowledge and training (Lloyd 2009;Strike 1990). As importantly noted by Lloyd (2009), these hard-fought battles were over more than merely compensation, benefits, and working conditions; ultimately, "the struggle [was] over the dignity of work and education in a democratic society" (p. 253).…”

Section: A Brief Us History Of Educator Labor Organizingmentioning

confidence: 99%

See 1 more Smart Citation

Teacher Labor Actions as Social Justice Intervention in Education

Konkol¹,

Ramirez-Alonzo²

2020

Springer International Handbooks of Education

View full text Add to dashboard Cite

The right for educators to bargain collectively or call a strike is neither a US federal mandate nor a guarantee across the nation. Each state regulates whether or not teacher unions can collectively bargain or call a strike and governs the issues over which unions are permitted to negotiate. Despite these restrictions, recent educator strikes in union cities like Chicago and Los Angeles, as well as protest actions in right-to-work states like West Virginia, Kentucky, and Wisconsin where unionization, collective bargaining, and striking is not a right, have been notable. The unions have openly challenged the nature of these restrictions by seeking to bargain and engage in labor actions for community-and social justiceoriented demands that go beyond traditional employment issues like compensation, benefits, and evaluation. By bargaining for the common good, the unions have effectively changed the landscape of what's worth striking for when it comes to the work of teachers and educator advocacy for children, families, and

show abstract

Section: A Brief Us History Of Educator Labor Organizingmentioning

confidence: 99%

Section: A Brief Us History Of Educator Labor Organizingmentioning

confidence: 99%

Teacher Labor Actions as Social Justice Intervention in Education

Konkol¹,

Ramirez-Alonzo²

2020

Springer International Handbooks of Education

View full text Add to dashboard Cite

show abstract

“…Yani sadece çalışanların bireysel profesyonel olmaları değil, örgütçe tüm çalışanların profesyonel olma durumudur (Adıgüzel, Tanrıverdi ve Sönmez-Özkan, 2011). Profesyonel meslek denildiğinde net bir tanım getirilemese de genelde profesyonel meslek olarak akla ilk gelen alan Tıp ve Hukuk olmuştur (Strike, 1990). Fakat aslında her meslek kendine özgü özel yetenek gerektirir.…”

Section: Introductionunclassified

Analyzing the Relationship Between Preschool Teachers’ Classroom Management Skills and Occupational Professionalism

Zembat

Küsmüş

2020

Kastamonu Eğitim Dergisi

View full text Add to dashboard Cite

Bu araştırmada, okul öncesi öğretmenlerinin sınıf yönetimi becerileri ile mesleki profesyonellikleri arasındaki ilişkinin incelenmesi amaçlanmıştır. Tarama modelinde yürütülen araştırmanın çalışma grubunu, 2017-2018 eğitim-öğretim yılında Millî Eğitim Bakanlığı'na bağlı devlet kurumlarında görev yapmakta olan 438 okul öncesi öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak; "Kişisel Bilgi Formu", "Okul Öncesi Öğretmenleri için Sınıf Yönetimi Becerileri Ölçeği" ve "Öğretmenlerin Mesleki Profesyonelliği Ölçeği" kullanılmıştır. Elde edilen verilerin analizinde Pearson Çarpım Momentler Korelasyon Katsayısı, tanımlayıcı istatistikler (yüzde, frekans, ortalama ve standart sapma) ve fark testleri (Tek Yönlü Varyans Analizi (ANOVA), Kruskal Wallis-H Testi ve Post Hoc Analizi) kullanılmıştır. Yapılan analizler sonucunda, okul öncesi öğretmenlerinin sınıf yönetimi becerileri ile mesleki profesyonellikleri arasında orta düzeyde, pozitif yönlü ve anlamlı bir ilişki olduğu bulunmuştur. Ayrıca okul öncesi öğretmenlerinin sınıf yönetimi becerilerinin yaş, öğrenim durumu, mesleki kıdem, sınıfta bulunan çocuk sayısı ve eğitim verilen yaş grubu değişkenlerine göre anlamlı düzeyde farklılaştığı; öğretmenlerin mesleki profesyonelliklerinin ise yaş, eğitim durumu, mesleki kıdem değişkenlerine göre anlamlı düzeyde farklılaştığı belirlenmiştir.

show abstract

“… 10. There is a large literature on the pros and cons and meanings of teacher professionalization (see, for example, Shulman, 1987a, b; Sockett, 1987; Strike, 1990; Burbules and Densmore, 1991; Welker, 1992; and Labaree, 1992). …”

mentioning

confidence: 99%

Teaching as Experience: Toward a Hermeneutics of Teaching and Teacher Education

2010

Journal of Philosophy of Education

View full text Add to dashboard Cite

Is teaching a profession: How would we know?

Cited by 18 publications

References 11 publications

Teacher Labor Actions as Social Justice Intervention in Education

Teacher Labor Actions as Social Justice Intervention in Education

Analyzing the Relationship Between Preschool Teachers’ Classroom Management Skills and Occupational Professionalism

Teaching as Experience: Toward a Hermeneutics of Teaching and Teacher Education

Contact Info

Product

Resources

About