Comparative Perspectives On Teachers, Teaching And Professionalism View Full Text


Ontology type: schema:Chapter     


Chapter Info

DATE

2009

AUTHORS

Mark B. Ginsburg , Nagwa M. Megahed

ABSTRACT

In this chapter we organize our discussion of teachers and professionalism around the following questions: How, if at all, has the occupation of teaching in various historical and societal contexts been considered to be a profession?How, if at all, have teachers in various historical and societal contexts experienced professionalization and/or deprofessionalization or proletarianization?How have teachers in various historical societal contexts conceived of professionalism in relation to teaching and how do these commonsense conceptions relate to broader ideological and structural dimensions of society? How, if at all, has the occupation of teaching in various historical and societal contexts been considered to be a profession? How, if at all, have teachers in various historical and societal contexts experienced professionalization and/or deprofessionalization or proletarianization? How have teachers in various historical societal contexts conceived of professionalism in relation to teaching and how do these commonsense conceptions relate to broader ideological and structural dimensions of society? While the first question is mainly addressed by scholars and practitioners subscribing to a functionalist perspective, the second and third questions, respectively, draw more on the writings of those adopting conflict and interpretivist perspectives. More... »

PAGES

539-556

References to SciGraph publications

  • 1980-01. Proletarianization and educated labor in THEORY AND SOCIETY
  • 1975-06. The changing role of the teacher in African educational renewal in PROSPECTS
  • 1968. Japan in ECONOMIC POLICY IN PRACTICE
  • Book

    TITLE

    International Handbook of Research on Teachers and Teaching

    ISBN

    978-0-387-73316-6
    978-0-387-73317-3

    Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1007/978-0-387-73317-3_35

    DOI

    http://dx.doi.org/10.1007/978-0-387-73317-3_35

    DIMENSIONS

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    55 schema:description In this chapter we organize our discussion of teachers and professionalism around the following questions: How, if at all, has the occupation of teaching in various historical and societal contexts been considered to be a profession?How, if at all, have teachers in various historical and societal contexts experienced professionalization and/or deprofessionalization or proletarianization?How have teachers in various historical societal contexts conceived of professionalism in relation to teaching and how do these commonsense conceptions relate to broader ideological and structural dimensions of society? How, if at all, has the occupation of teaching in various historical and societal contexts been considered to be a profession? How, if at all, have teachers in various historical and societal contexts experienced professionalization and/or deprofessionalization or proletarianization? How have teachers in various historical societal contexts conceived of professionalism in relation to teaching and how do these commonsense conceptions relate to broader ideological and structural dimensions of society? While the first question is mainly addressed by scholars and practitioners subscribing to a functionalist perspective, the second and third questions, respectively, draw more on the writings of those adopting conflict and interpretivist perspectives.
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