Professionalism: Teachers Taking the Reins

An Analysis of the Relationship between Attitudes towards Teaching and Professionalism in Teaching

“…Professionalism in education is a profound and complex issue (Helterbran, 2008). It is an oft-discussed but little understood aspect of teachers' work worldwide (McCulloch et al, 2000).…”

Educational Research: The Attraction of Psychology

“…Among teachers (see, e.g., Grady, Helbling, & Lubeck, 2008 ;Helterbran, 2008 ;Houston, 2008 ) , psychology is not mentioned as a factor in professionalism, and the discourses of teacher professionalization do not make references to psychology. However, psychology seems to have had the opposite effect on teachers.…”

The Magic of Psychology in Teacher Education

“…From the perspective of teachers, professional development should rest on the refinement of practical skills and expertise in craft, not on scientific knowledge and research publications. Among teachers (see, e.g., Bryant, ; Grady et al ., ; Helterbran, ; Houston, ), psychology is not mentioned as a factor in professionalism, and the discourses of teacher professionalization do not make references to psychology. In fact, the need for a scientific knowledge base is implicitly and explicitly rejected by teachers.…”

“…In fact, the need for a scientific knowledge base is implicitly and explicitly rejected by teachers. Teacher professional organizations tend to prioritize practical skills in the definition of professionalism, and so most aspects of traditional teacher education curriculum are regarded as irrelevant by teachers, except for purposes of credentialing (see, e.g., AFT, ; Bryant, ; Helterbran, ; Servage, ). From the teacher's point of view, professionalism consists of the following: Demonstrating responsible work habits (showing up on time in proper dress and civil demeanour); Pursuing further credentials; Working cooperatively with other teachers; Practicing reflective teaching; Maintaining a certain amount of autonomy or self‐determination. …”