The ethics of the rhetoric of teacher professionalization

Soder, Roger

doi:10.1016/0742-051x(91)90036-o

Cited by 14 publications

(11 citation statements)

References 8 publications

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“…In The Rhetoric of Teacher Professionalisation Research Workcheck, Soder (1991) convinces that attempts to clearly interpret the concept of "teacher professionalism" were not successful because there is no explanation of what is "to be a teacher".…”

Section: The Concept Of Professionalism and Profession Of A Teachermentioning

confidence: 99%

Professional Training of Teachers in the United States as an Example for Improving the Professionalism and Competence of Pedagogues in Ukraine

Bulakh

Shandruk

Akhmetshin³

et al. 2019

SACI

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The process of reforming of the system of compulsory secondary education in Ukraine challenges teachers and determine new requirements for them. The study and analysis of teachers' professional education and training in other countries are one of the main ways to settle strategic directions of pedagogical education modernisation and thus to improve the quality of education in Ukraine. The national education systems of Ukraine and the USA are functionally common despite some differences in cultural and social aspects. This makes it possible to use the experience of the USA in reforming the system of professional preparation of teachers in Ukraine and improving their educational and professional qualifications. The study aims to make a comparative analysis of professional education and training of teachers in the USA from professionalism and competence and propose a way to adjust the most successful American experience to Ukrainian conditions. The study applies a comparative-historical method to compare socio-pedagogical phenomena and views. The structural method makes it possible to consider the pedagogical process based on system components of theory and practice of professional education of teachers. The prognostic method is used to ascertain the successful experience of the USA and outline the prospects of its implementation in Ukraine. Our research concludes that the system of professional preparation of teachers should be improved in order to increase the educational potential of the country. The study reveals a significant contrast between academic competence and professional qualification of teachers. It is determined that the objectives for professional preparation of secondary school teachers are the following: improving teaching competence, the combination of teaching practice and pedagogical theory and integration of pedagogical subjects and subjects of specialisation.

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Section: The Concept Of Professionalism and Profession Of A Teachermentioning

confidence: 99%

Professional Training of Teachers in the United States as an Example for Improving the Professionalism and Competence of Pedagogues in Ukraine

Bulakh

Shandruk

Akhmetshin³

et al. 2019

SACI

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“…There appears to be a strong degree of similitude between 'an ethic of care' and the practical definition of working in 'a professional way' given by these teachers. Soder (1991) gives general support for grounding teacher professionalism in an ethical base by arguing that 'teaching is an ethical activity .. .if one wishes to talk about teaching as a profession' (p. 295) and that teachers must seek to define themselves through the 'strong sense of self-worth, of importance, or self affirmation which is to be found in the very nature of teaching, in the relationship between the teacher, the student, the parent and the state' (p. 300). This is a persuasive argumentative link for the strong connection between the theoretical framework provided by Noddings' ethic of care and the empirical base found in the views on teacher professionalism offered by the teachers from Appleton College.…”

Section: An Ethic Of Care In Teachingmentioning

confidence: 99%

Teachers' Work in a Globalizing Economy

Dow¹,

Hattam²,

Reid³

et al. 2005

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Schools and their purposes are changing at a faster pace now than at any other period in the history of schooling. It is not just the pace of change that is important, the direction and the substance of these changes are also crucial. This is where the labour process of teaching becomes a vital focus. This book locates what is happening to teachers' work in the global economy. Within the dramatically changed circumstances of globalization, schools are being required to act as if they were private businesses, driven by the quest for efficiency and operating in a supposed atmosphere of marketization and competition with each other for resources, students, reputation, and public support for their continued existence. Meanwhile, this ideology of schools as cost centres has become so pervasive that there has been little public debate on its desirability or its alternatives. Teachers' Work in a Globalizing Economy addresses this imbalance and provides a major renovation of labour process theory in an educational context. Two case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes.

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“…Occupations such as lawyers, dentists, and physicians are considered professions, in part, because the profession has established entrance and licensing requirements and procedures, continuing education and professional development requirements, and a code of ethics governed by the membership. Soder (1990) argues that similitude to other professions will not do because the "comparisons are inappropriate and self-defeating" (p. 76). He suggests establishing new criteria for defining a profession and recommends that four factors be considered in creating a new basis for the standards for professionalizing teaching: selection of individuals into programs; the nature of preservice training; processes for the selection of teachers; and the in-service continuing education and evaluation of teachers.…”

Section: Teachingmentioning

confidence: 99%

“…To be or not to be a professional-does anybody care? Soder (1990) suggests that the definition of "professional" emerges from the perceptions of the individuals claiming to be professionals and those who accept those claims. Teachers and academic adhsers, while claiming to be professionals, struggle to persuade others to accept their claims.…”

Section: Who Cares?mentioning

confidence: 99%

The professional status of teachers and academic advisers: It matters

Wade¹,

Yoder

1995

New Drctns for Teach & Learn

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Several years ago, when speaking with a university department head, I heard a comment about a truck driver's statement on the national news. Discussing an impending national strike, the driver said, "Truck drivers are professionals and should be paid accordingly." We commented among other things, "So what is a professional? What occupations are professions?" The department head remarked, "I wonder if all full-time paid employees are professionals; I certainly don't think of truck driving as a profession." A nearby staff assistant immediately responded, "My brother is a truck driver and he is a professional!"Amving at the status of profession, especially within the academic community, is often perceived to be more difficult for the activities of both teaching and academic advising. Describing academic advising by itself as a profession is reminiscent of Smiths (1980) haunting characterization of teaching as a semi-profession. There are parallels between the activities of teaching and academic advising primarily when we attempt to describe tasks of teaching and advising as a profession rather than a semi-profession. TeachingThe professional status of teachers has been a major theme in educational research throughout the nineteenth and twentieth centuries. To some extent, the ongoing struggle to professionalize teaching finds legitimacy in the fields affiliation with the science of psychology Psychologists' construction of scientific theoretical knomledge bases about learning, development, motivation, personality, and intelligence subsequently impounds on the professionalization of NEW DIIIECnONS FOP T€ACHING AND ILARNING, no. 62. Summer 1995 0 J 0 u e y -h~~ Publishem 97

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The ethics of the rhetoric of teacher professionalization

Cited by 14 publications

References 8 publications

Professional Training of Teachers in the United States as an Example for Improving the Professionalism and Competence of Pedagogues in Ukraine

Professional Training of Teachers in the United States as an Example for Improving the Professionalism and Competence of Pedagogues in Ukraine

Teachers' Work in a Globalizing Economy

The professional status of teachers and academic advisers: It matters

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