Teacher Professionalism And The Vocational Culture Of Teaching

1728 WordsJan 10, 20167 Pages
Teacher Professionalism and the Vocational Culture of Teaching ‘Teaching has never been recognised as a profession mainly because of its inability to promote and demonstrate a distinctive expertise’ (Beck, 2008). The status of teaching has always been seen as an uncertain position, according to Etzioni, he characterised it as one of the ‘semi – professions’ (Etzioni, 1969). Teaching definitely struggled to get the same degree of professional independency as professions like medicine and law (Braun, 2012). The concept and multiple meanings of teacher professionalism has changed in relation to historical, political and social contexts. It has developed over time between rival groups and their interest (Hilferty, 2008). The term professionalism is very difficult to define and as it is used in different senses. The term is mainly used to define the status of occupation groups in terms of morality (Kennedy, 2007). So in the business world the term professionalism is defined as ‘success’. ‘Teaching in England has long been fragmented profession. It is cross-cut by actual and perceived internal differences of status which are in part the legacy of a class stratified education system, and it has also been chronically divided on the basis of gender. The multiplicity of professional organisations and unions to which different sections of teaching force have belonged has both reflected and reinforced such divisions’. (Beck, 2008) From the understanding of this quote it is clear,
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