A comparative analysis of primary teacher professionalism in England and Finland
Datos Bibliográficos
| ID | 11894591 |
|---|---|
| Autores | Rosemary Webb (University of York), Graham Vulliamy (University of York, autor de correspondencia), Seppo Hämäläinen (University of Jyväskylä), Anneli Sarja (0000-0002-5211-9017, University of Jyväskylä), Eija Kimonen (University of Jyväskylä), Raimo Nevalainen (University of Jyväskylä) |
| Año | 2004 |
| Volumen | 40 |
| Número | 1 |
| Páginas | 83-107 |
| Fecha de publicación | 2004-02-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Comparative Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0305-0068 • E-ISSN: 1360-0486 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0305006042000184890 |
| OpenAlex | W2163136816 |
| Idioma | EN |
| Citas recibidas | 41 |
| Referencias citadas | 30 |
Policy-makers' conceptions of teacher professionalism currently differ markedly in England and Finland. In England they are shaped by agendas associated with the drive to raise standards and 'commercialized professionalism' whilst in Finland they are influenced by notions of 'teacher empowerment'. This article analyses findings on the theme of teacher professionalism derived from re-interviewing a sample of English and Finnish teachers in 2001 as a follow-up to earlier ethnographic research in six schools in each country during 1994-1996. Issues of professionalism are addressed through three broad themes: the impact of curriculum and pedagogical reforms; working together to implement these reforms; and accountability and control. It is argued that in each country teachers' conceptions of their professionalism were undergoing reconstruction. These conceptions were shaped by past and present ideology, policy and practice and displayed multiple and situational dimensions. © 2004 Taylor and Francis Ltd
Accountability · Curriculum · Ethnography · Ideology · Interview · Pedagogy · Political science · Politics · Situational ethics · Sociology · Theme (computing · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Public Administration · Teacher Education and Leadership Studies
Politics of Externalization in Reflexive Times
Contextualizing Teacher Professionalism
The Tableau ST Project
Teacher preparation and continuous professional development
Workforce–industry–academia convergence through the integration of professional courses into academic curricula
Teacher Professionalism in Omani Schools
Finnish teachers’ participation in local curriculum development
The effects of distributed leadership on teacher professionalism
The evolving knowledge base on teacher professionalism
Investigating students’ perceptions concerning textbook use in mathematics
Teachers and the Teaching Profession in Global Education Policy Theory
When the student is the ‘problem’ and the teacher is not the solution
Empowerment in Education
Beyond the polarization of pedagogy
Comparing OECD educational models through the prism of Pisa
Pre-primary teachers’ perceptions about professionalism and professional development through the lens of transformative learning
Process implementation perspective on neoliberal regulation
School Teachers’ Pupil Control Ideologies as a Predictor of Teacher Professionalism
Gender balance/gender bias
Teachers' work today
Unpacking the effect of teacher empowerment on professionalism
Discourses of teacher autonomy and the role of teachers in Estonian, Finnish and Bavarian teachers' newspapers in 1991–2010
Co-teaching as a context for teachers' professional learning and joint knowledge construction
Teaching autonomy and teachers' turnover intentions under the labor process theory perspective
Active learning in the process of educational change
Committing, engaging and negotiating
A study of the partnership between schools and universities to improve science and mathematics education in Indonesia
The Role of ‘Autonomy’ in Teaching Expertise
Teacher professionalism in educational reform
Revisiting comparative pedagogy
The impact of globalisation on qualitative research in comparative and international education
Restructuring teachers’ work‐lives and knowledge in England and Spain
In the market for ideas
The Finnish miracle of Pisa
Qualitative data analysis in cross‐cultural projects
Contested discourses of teacher professionalism
Being a ‘professional’ primary school teacher at the beginning of the 21st century
TLRP’s ten principles for effective pedagogy
Globalization and leadership and management
Welfare State Restructuring in Education and its National Refractions
Teacher development under curriculum reform
Teachers and Texts
Professions and power.
Four Ages of Professionalism and Professional Learning
The reflective practitioner
The Discovery of Grounded Theory
Becoming Critical
Schools Must Speak for Themselves
Globalisation and educational research
Social Class, Educational Opportunity and Equal Entitlement
Teacher Identity and Curriculum Change
Managing curriculum policy changes
Shoots of revisionist 1 education policy or just slow readjustment? The Finnish case of educational reconstruction
The social work dimension of the primary teacher's role
Changing times, changing demands
Towards a Learning Profession
Teacher Stress in the Low-Trust Society
The Reconstruction of Primary Teachers' Identities
What Professional Responsibility Means to Teachers
External Inspection or School Self‐evaluation? A Comparative Analysis of Policy and Practice in Primary Schools in England and Finland
Quality in Teaching
Critical Discourses on Teacher Development
Education policy, power relations and teachers’ work
Essays in Sociological Theory
Teacher professional identity
Professionalism as Enterprise
| Obras citantes distintas | 41 |
|---|---|
| Citas por año | 1,86 |
| Intervalo de citas | 2004 - 2026 (23) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 41 |