Issues of professionalism and teachers: critical observations from research and the literature

Abstract

Johnston, JL in 2015, 'Issues of professionalism and teachers: critical observations from research and the literature ', Australian Educational Researcher, vol. 42, no. 3, AbstractThe concept of 'professionalism' has become more evident in discourse about teacher quality in recent years. In fact, in some contexts 'professionalism' is used as a euphemism for quality and reform. This critical essay applies a critical theory perspective and discusses notions of educational professionalism from the academic literature. It draws on research findings about teachers' understandings of the diverse ways the term 'professionalism' is used in discussions of teacher quality, and highlights three key assumptions that appear to underpin contemporary 'professionalism' discourses. It suggests that the reification of 'professionalism' may have had a number of regrettable consequences for teachers, and challenges the apparent lack of evidence that links 'professionalism', however it might be defined, with quality educational outcomes. The essay concludes by arguing that the emergence of 'professionalism' as a signifier of quality has served to obscure and confuse many other important issues concerning the quality of teaching. Topic words: professionalism, teachers, professional development, professional learning, professionalisation, standards AbstractThe concept of 'professionalism' has become more evident in discourse about teacher quality in recent years. In fact, in some contexts 'professionalism' is used as a euphemism for quality and reform. This critical essay applies a critical theory perspective and discusses notions of educational professionalism from the academic literature. It draws on research findings about teachers' understandings of the diverse ways the term 'professionalism' is used in discussions of teacher quality, and highlights three key assumptions that appear to underpin contemporary 'professionalism' discourses. It suggests that the reification of 'professionalism' may have had a number of regrettable consequences for teachers, and challenges the apparent lack of evidence that links 'professionalism', however it might be defined, with quality educational outcomes. The essay concludes by arguing that the emergence of 'professionalism' as a signifier of quality has served to obscure and confuse many other important issues concerning the quality of teaching.

Development of Madrasah Teacher Professionalism by Strengthening the Khalifah Concept and Islamic Psychosocial Perspective

“…Research on teacher professionalism has been done by researchers in education, management, human resources, and others. Research conducted by Jenny Jonston [11], about Issues of professionalism and teachers: critical observations from research and the literature illustrates that the professionalism of teachers is very important for educational institutions to give birth to quality learners. This study criticizes teachers who do not attach importance to quality in the learning process because of the professionalism of teachers associated with the development of a nation's generation and influential for the progress of the nation itself.…”

Experienced teachers dealing with issues in education: a career perspective

“…The continuous urge for teachers' quality and professionalism leads in some cases to a reduced teacher autonomy and de-professionalism (Beck, 2008;Johnston, 2015).…”

Promoting teachers’ agency and creative teaching through research

“…However, imposed imperatives and the requirements of institutions, can inform and impact on teacher research as well as teachers’ personal and professional motivations and affiliations during their various career stages (Baguley et al , 2015). The research requirements of teachers outlined in the Standards then can paradoxically have the potential to reduce teacher professional autonomy while claiming to detail traits of professionalism (Johnston, 2015). An ecological view of teacher agency (Biesta and Tedder, 2007) can be useful in considering opportunities for enabling and constraining of teacher actions given its strong emphasis on context and availability of cultural, structural and material resources.…”