Being a ‘professional’ primary school teacher at the beginning of the 21st century: a comparative analysis of primary teacher professionalism in New Zealand and England

Locke, Terry; Vulliamy, Graham; Webb, Rosemary; Hill, Mary

doi:10.1080/02680930500221784

Cited by 47 publications

(50 citation statements)

References 28 publications

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“…However, research on changes in teacher professionalism often portray and conceptualize these changes in a linear and dichotomous way, and there are reasons to argue that different views on professionalism and accountability rather co-exist in the field and represent different discourses that teachers have to negotiate between (Locke et al, 2005;Carlgren & Klette, 2008;author, 2012;Conway & Murphy, 2013). This discussion can also be informed by the work of Beijaard, Meijer, and Verloop (2004), who emphasize the ongoing integration of what is individually and collectively seen as relevant to teaching.…”

Section: Changes In Teacher Professionalismmentioning

confidence: 99%

Talking about the test. Boundary work in primary school teachers' interactions around national testing of student performance

Mausethagen

2013

Teaching and Teacher Education

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There is currently a strong belief in accountability as a policy of action and standardized testing has been implemented in several countries. This article examines tensions that occur in meetings when primary school teachers in Norway discuss national testing, and how these are handled. In particular, tensions revolve around what is seen as internal (teachers' everyday work) and external (policies and practices outside the main frame of teaching). Even though national testing is mainly seen as external to teachers' work, teachers involve in boundary work and reshape professional discourse in order to create relevance and maintain legitimacy following new expectations.

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Section: Changes In Teacher Professionalismmentioning

confidence: 99%

Talking about the test. Boundary work in primary school teachers' interactions around national testing of student performance

Mausethagen

2013

Teaching and Teacher Education

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“…Empirical research, on the other hand, focuses on the relationships between teacher professionalism and the bureaucracy of school structure (Cerit, 2013;Tschannen-Moran, 2009), teacher autonomy (Pearson & Moomaw, 2005), and job performance (Dowling, 2006). Other studies also deal with the factors influencing teachers' perceptions of professional behaviors (Day et al, 2007;Hildebrandt & Eom, 2011;Locke et al, 2005).…”

Section: Teacher Professionalismmentioning

confidence: 99%

“…The related literature includes a growing body of theoretical (Calgren, 1999;Coleman, Gallagher, & Job, 2012;Demirkasımoğlu, 2010;Grady, Helbling, & Lubeck, 2008;Hall & Schulz, 2003;Hargreaves, 2000;Helsby, 1995;Rizvi & Elliott, 2007) and empirical studies on the construct (Cerit, 2013;Day et al, 2007;Dowling, 2006;Hildebrandt & Eom, 2011;Locke, Vulliamy, Webb, & Hill, 2005;Pearson & Moomaw, 2005;Tschannen-Moran, 2009). Theoretical research on this subject generally deals with the definition of the concept, the determination of its scope and historical development, reasons for its emergence, and its relationship with teacher training.…”

Section: Teacher Professionalismmentioning

confidence: 99%

The Relationship Between Teacher Leadership, Teacher Professionalism, and Perceived Stress

Kılınç¹,

Cemaloğlu²,

Savaş³

2015

EJER

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Problem Statement: Teacher leadership has recently attracted the attention of scholars and practitioners due to its promotion of student learning and school improvement. Thus, there is a need for investigating the construct of teacher leadership and its relationship with various organizational and personal variables. Considering the fact that research on teacher leadership is scarce, the present study may serve as an important data source for policy makers in regard to developing high-quality teaching and learning in schools. Purpose of the Study:This study sought to examine the relationships between teacher leadership, teacher professionalism, and perceived stress. Teacher leadership was the dependent variable of the study, whereas teacher professionalism and perceived stress were the independent variables. Method:The present study employed a correlational research model where two independent variables and one dependent variable were used. A total of 302 teachers participated in the study. The Teacher Leadership Scale, Teacher Professionalism Scale, and Perceived Stress Scale were used to gather data. Descriptive statistics, Pearson's product-moment correlation

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“…They advocate for alternative educational policies instead of those that are endorsed in the USA and that 'cut funding, pit teachers and schools against one another, and reduce teacher professionalism to the hurried implementation of policymakers' ever-changing mandates' (Hargreaves & Shirley, 2008, p. 139). Several authors report that teachers' autonomy has suffered: teachers experience increasing constraints when subjected to an extrinsic accountability that leads them into a technocratic, reductionist professionalism (Locke et al, 2005) or a constrained professionalism, where they retain a certain autonomy in the classroom, but are exposed to subtle or overt contextual pressures (Wills & Sandholtz, 2009). They can also be exposed to initiatives aimed at their professional development which result, paradoxically, in more limitations, control and regulation (Sandholtz & Scribner, 2006).…”

Section: The Values Of the Teaching Profession: Eroded Under Performamentioning

confidence: 99%

Teachers' Perceptions of their Work Environment in Swedish Junior High Schools

Westling

Fischbein

2012

Research in Comparative and International Education

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The aims of this study were to explore the organisational characteristics of junior high schools, to identify typologies of work environments and to explore the relationships between the type of work environment and how schools function. The educational profession and the role of teachers have been influenced by policies inspired by the principles of new public management (NPM). The Swedish version of the Organizational Checkup Survey is a general and expanded version of the Maslach Burnout Inventory. The present work analyses the 16 items concerning energy, involvement and accomplishment ('Relations to Work') and the 29 items concerning workload, control, reward, community, fairness and values ('Fields of Work'). The answers from 749 Swedish junior high school teachers from a stratified selection of 32 schools were analysed with a structural equation modelling approach. The means of the answers from the teachers from the same school were dichotomised and analysed with partial order scalogram analysis. The polarising variables contributing to the identification of four main profiles were reward and workload. There were gender differences: female teachers were more exhausted, felt more involved and were more dissatisfied with their workload than male teachers. There were also age differences, the younger teachers reporting, in particular, lower professional autonomy (control). The results show relevant differences between schools, and that teachers' perceptions of their work environment can be considered an indicator of school quality. The results of the comparisons are related to the conditions of high efficiency and deprofessionalisation of NPM-inspired educational organisations, and indicate a possible link between school organisation and teachers' perceptions of reward.

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Being a ‘professional’ primary school teacher at the beginning of the 21st century: a comparative analysis of primary teacher professionalism in New Zealand and England

Cited by 47 publications

References 28 publications

Talking about the test. Boundary work in primary school teachers' interactions around national testing of student performance

Talking about the test. Boundary work in primary school teachers' interactions around national testing of student performance

The Relationship Between Teacher Leadership, Teacher Professionalism, and Perceived Stress

Teachers' Perceptions of their Work Environment in Swedish Junior High Schools

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