Holding our Ground in the Face of Public Mistrust
The Future of Professionalism in Teaching and Teacher Education
Dados Bibliográficos
| ID | 4843330 |
|---|---|
| Autores | Ayelet Becher (0000-0003-3860-8006, The Open University of Israel, Raanana, Israel, autor correspondente) |
| Ano | 2024 |
| Volume | 75 |
| Fascículo | 5 |
| Páginas | 476-487 |
| Data de publicação | 2024-11-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00224871241268552 |
| OpenAlex | W4401483819 |
| Idioma | EN |
| Citações recebidas | 7 |
| Referências citadas | 68 |
Globally, enduring skepticism around professionalism in education systems has questioned the efficiency in which teachers meet students' educational needs and their authority to do so. Presently, efforts toward professionalization in teacher education (TE) are threatened by neoliberal reforms promoting alternative pathways into teaching and performance-based accountability mechanisms to monitor teachers and schools. In the face of public mistrust and external threats, this conceptual paper aims to envision the future of TE in light of the complexities inherent to the notion of professionalism. To this end, two competing ideals of teaching, which represent co-existing conceptions of professional work in education are examined: The teacher as an expert clinician ideal entrenched in expertise-driven professionalism and the teacher as a democratic pedagogue grounded in democratic professionalism. I offer ways in which these competing discourses could be fused to set the discussion about professionalism in teaching and its implications for TE on firmer grounds
Accountability · Democracy · Democratic Education · Epistemology · Face (sociological concept · Ideal (ethics · Pedagogy · Political science · Politics · Professionalization · Public relations · Set (abstract data type · Skepticism · Social science · Sociology · Teacher education · Work (physics · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Teacher Education and Leadership Studies
The Crisis of Expertise in Schooling
Supporting Pre-Service Teachers’ Sense of Belonging Through Employment-Based Pathways
Cultivating teacher agency and professional autonomy in higher education through feature films and television series
Let’s Stop Asking Whether Teachers Are Professionals
Leveraging Prior Lived Experiences to Be a Justice-Oriented Teacher
Beneath the Idyllic Surface
Systemic barriers to collaborative professional learning and development
Handbook of Research on Teacher Education
The System of Professions
New Public Management and the Reform of Education
Power, Knowledge, and the Rationalization of Teaching
Hybrid professionalism and beyond
What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism
Good education in an age of measurement
Redefining teaching, re‐imagining teacher education
Expanding on prior conceptualizations of teacher noticing
New Public Management and Education
Teacher autonomy in the age of performance-based accountability
Rethinking teacher education
Teaching standards, globalisation, and conceptions of teacher professionalism
Knowledge and the Study of Education
Knowledge, expertise and the professions
Competition, economic rationalization, increased surveillance, and attacks on diversity
A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)
Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies
Teachers' assessment competence
Reconsidering the Teacher Education Reform Debate
Educational Professionalism
Dollars, Distinction, or Duty? The Meaning of the National Board for Professional Teaching Standards for Teachers’ Work and Collegial Relations
Conceptualizing curriculum differentiation in higher education
The assault on the professions and the restructuring of academic and professional identities
A Knowledge Base for the Teaching Profession
Education, Measurement and the Professions
The Logic and Implications of School-based Teacher Formation
Funds of knowledge for teaching
Forms of knowledge and curriculum coherence
The continuing politics of mistrust
Knowledge and Teaching
Teacher professional identity
Funds of Knowledge
Understanding "Core Practices" and "Practice-Based" Teacher Education
Teacher Education for Critical Democracy
Rethinking High-Leverage Practices in Justice-Oriented Ways
The Turn Once Again Toward Practice-Based Teacher Education
Democratizing Teacher Education
Content Knowledge for Teaching
Seeing the Bigger Picture
Roles of Urban Indigenous Community Members in Collaborative Field-Based Teacher Preparation
A new professionalism? Challenges and opportunities
| Obras citantes distintas | 7 |
|---|---|
| Citações por ano | 7 |
| Intervalo de citações | 2025 - 2026 (2) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 6 |