Teacher Professionalism or Deprofessionalisation? The Consequences of School‐based Management on Domestic and International Contexts

Professionalism and the reform of teachers and teacher education in the republic of korea & the United States of America

“…However, when considering the two countries' efforts to promote greater centralized control over pre-service and inservice teacher training programs, to introduce an accreditation system for teacher education institutions and certification programs at the national level, and to control teacher in-service training at the local level, the remedies would reduce teachers' (and teacher educators') autonomy, thus representing a move toward teachers' deprofessionalization (see Esteve, 2000;Race, 2002;Smyth el al., 2000). This approach is in line with a functional or trait theory of professionalism.…”

“…Deprofessionalization occurs as a result of inter-occupational, occupation-state, and occupation-economic elite struggles. The issue of teachers being deprofessionalized has been addressed by several scholars (e.g., Dove, 1986;Filson, 1988;Grace, 1987;McDaniel, 1979;Race, 2002). The issue of teachers being deprofessionalized has been addressed by several scholars (e.g., Dove, 1986;Filson, 1988;Grace, 1987;McDaniel, 1979;Race, 2002).…”

Urban Teachers’ Online Dissent Produces Cultural Resources of Relevance to Teacher Education

“…The status of teaching is a site of political struggle, as the work of teachers is evaluated and scrutinized by the media (Edwards 2014; Wall Street Journal 2010) and government institutions (Duncan 2011;Hult and Edström 2016), where "it is commonly assumed that the quality of what teachers do can be improved by people other than teachers themselves" (Bangs and Frost 2012, p. 8). Externalized education improvement strategies that draw on corporate models of organization and neoliberal economic agendas contribute to what has been called de-professionalization of teaching, a situation in which teachers lack a voice or autonomy in educational decision-making (Pritchard and Moore 2016;Race 2002).…”

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“…It is within that wider group of research that studies on the impacts of governance transformations on educational professional(itie)s can be situated. Little surprisingly, the strongest focus has hereby so far been on teachers, and the conflictual interplay between professionalization and de-professionalization (for an early thematic review see Race, 2002). For instance, in countries such as the US and the UK, which have strongly intensified high-stakes accountability policies in education over the past decades, many scholars have identified a rising de-professionalization (e.g., in the form of diminishing autonomy and trust) and demoralization of teachers (Wronowski & Urick, 2021;Holloway, Sørensen & Verger, 2017).…”