The Status and Prestige of Teachers and Teaching

Hargreaves, Linda

doi:10.1007/978-0-387-73317-3_13

Cited by 78 publications

(76 citation statements)

References 6 publications

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“…The profession does not appeal financially and salaries do not reflect teachers' education levels when compared with other professions requiring a similar level of education. Teachers complain that their social status is declining and that it is does not correspond to the difficulty nor the social mission of their work [4].…”

Section: Literature Review and Discussionmentioning

confidence: 99%

Europe's Twists and Turns in Teacher Education

Pupala¹

2018

Proceedings of the International Conference of Early Childhood Education (ICECE 2017)

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Section: Literature Review and Discussionmentioning

confidence: 99%

Europe's Twists and Turns in Teacher Education

Pupala¹

2018

Proceedings of the International Conference of Early Childhood Education (ICECE 2017)

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“…Numerosos autores destacan el importante papel que desempeña en la mejora de la calidad educativa la acción pedagógica de un profesorado que ha adquirido una buena formación inicial docente (Imbernón, 2007;Hargreaves, 2009). Sin embargo, el hecho es que la formación inicial docente no parece preocupar demasiado a quienes realizan investigaciones educativas, a juzgar por los datos que aportan Granados, Ariza, Gómez-García y Ramiro (2011), en su estudio bibliométrico sobre los principales temas que se han investigado en Ciencias de la Educación durante la última década.…”

Section: Revisión Y Antecedentesunclassified

“…La conclusión más importante de este trabajo es que al alumnado del Máster FPES en general valora moderadamente el nivel de desarrollo de las competencias generales, entendiendo la profesión docente como una actividad que esencialmente consiste en buscar, obtener, procesar y comunicar información (oral, impresa, audiovisual, digital o multimedia), transformarla en conocimiento y aplicarla en los procesos de enseñanza y aprendizaje (Hargreaves, 2009;MacBeath, 2012).…”

Section: Conclusionesunclassified

Diferencias entre Expectativas y Logros en la Formación Inicial del Profesorado de Secundaria

Rodríguez¹,

Pedrajas²

2016

Rev. Complut. Educ

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Resumen. Este trabajo pretende contribuir a la mejora del proceso de formación inicial docente, analizando las diferencias entre la importancia formativa concedida a los objetivos y competencias profesionales de carácter general de los futuros y las futuras docentes del Máster de Formación del Profesorado de Enseñanza Secundaria (FPES). Concretamente se han recogido las opiniones de 353 estudiantes del Máster FPES de la Universidad de Córdoba, mediante un cuestionario de escala Likert diseñado para valorar el nivel de desarrollo adquirido y la importancia atribuida a las competencias generales del Máster, en los primeros años de su puesta en marcha. En los resultados obtenidos, encontramos que los participantes de este estudio presentan unas expectativas elevadas respecto a la importancia formativa de tales objetivos, pero valoran de forma más baja su nivel de desarrollo en la mayoría de los casos. Consideramos que estos datos contribuyen a mejorar el conocimiento del pensamiento inicial sobre la profesión docente, analizando las fortalezas y debilidades del citado Máster para poder diseñar propuestas bien fundamentadas que ayuden a mejorar la formación inicial del profesorado en el futuro. Palabras clave: Formación inicial del profesorado; objetivos; competencias; expectativas y logros.[en] Differences between expectations and achievements in the initial training of Secondary school teachers Abstract. The aim of this paper is to contribute to the improvement of the initial teacher training process by analyzing the differences between the training importance given to the objectives and the general professional competences of future teachers attending the Master's Degree in Secondary Education Teacher Training. A Likert scale questionnaire collected the opinions of 353 students of this Master at the University of Cordoba designed with the aim of assessing the acquired level of development and the importance attributed to the general competences of the Master in the initial years of its implementation. The results show that the individuals participating in the study show high expectations regarding formative relevance of the mentioned objectives, although they give less importance to their development level in most of the cases. We consider that this data contributes to improve teachers' initial thoughts about their profession, analyzing the strengths and weaknesses of the mentioned Master in order to be able to design sound proposals that improve the initial training of the future teachers.

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“…In this article we shall report the findings of one element of a four-year study conducted at the University of Cambridge, the Teacher Status Project 1 (Hargreaves et al, 2006(Hargreaves et al, , 2007a. The study was commissioned by the Department for Education and Skills (DfES), following a competitive tendering process, in order to explore the impact of government policies on teachers' sense of their own status (and their impact too on the wider public's view of teachers' status).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ conceptions of teacher professionalism in England in 2003 and 2006

Swann

McIntyre

Pell

et al. 2010

British Educational Res J

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Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking varies, and how much it varies. We researched how successful the government had already been, and how successful it would be in the future, in changing teachers’ conceptions of professionalism. Two large‐scale national surveys were conducted, with a longitudinal element. We found that teachers’ thinking about their professionalism may be construed as consisting of an inner core of strong, shared beliefs and commitments; an intermediate set of coherent but contested components of professionalism; and an outer layer of disparate elements which are generally highly disputed and which remain unintegrated into broader ways of thinking.

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The Status and Prestige of Teachers and Teaching

Cited by 78 publications

References 6 publications

Europe's Twists and Turns in Teacher Education

Europe's Twists and Turns in Teacher Education

Diferencias entre Expectativas y Logros en la Formación Inicial del Profesorado de Secundaria

Teachers’ conceptions of teacher professionalism in England in 2003 and 2006

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