Undermining teachers’ social capital
A question of trust, professionalism, and empowerment
Bibliographic Data
| ID | 11166154 |
|---|---|
| Authors | Nicky Dulfer (0000-0002-7758-9306, The University of Melbourne, corresponding author), Anne Mckernan (0000-0003-2776-9082, The University of Melbourne), Jeana Kriewaldt (0000-0002-9991-5504, The University of Melbourne) |
| Year | 2023 |
| Volume | 44 |
| Issue | 3 |
| Pages | 418-434 |
| Publication date | 2023-04-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01425692.2023.2179018 |
| OpenAlex | W4323045193 |
| Language | EN |
| Citations received | 16 |
| References cited | 23 |
The question of professional trust urgently needs closer attention in relation to teacher recruitment and retention, as this research shows it has significant bearing on the symbolic capital that may help to attract, motivate, and sustain high quality teachers. In Australian schools, teachers are frequently subject to initiatives to improve their practice, address their perceived limitations, and hold them accountable for failing students, schools, or systems. We argue that teachers, in the advent of these reforms intended to improve them, come to believe they are distrusted in their professional roles. Denying teachers the sense of themselves as capable professionals risks contributing to the problems of retention that are becoming ever more urgent in the Australian context and elsewhere in the world. This article explores the impacts of discourses and policy directions on teachers’ perceptions of professional trust. Drawing on case study data from two schools in the state of Victoria, Australia, we highlight the ways discourses of professional distrust emerge through policy directives that position teachers as ‘the problem’ in education
Business · Context (archaeology · Cultural capital · Distrust · Empowerment · Epistemology · Habitus · Pedagogy · Political science · Position (finance · Professional development · Public relations · Quality (philosophy · Social capital · Social science · Sociology · Subject (documents · Collaborative Teaching and Inclusion · Educator Training and Historical Pedagogy · Law · Teacher Education and Leadership Studies
The reductionism of pedagogy in the online primary classrooms of Covid-19 lockdowns
Initial teacher education under new school development
Exploring Teachers’ Experience of Occupational Value and Global Accountability Reforms
Clinical Judgement in Pre-Service Teacher Education
Capturing the shifting work of teaching in higher education through postcards of practice
Feeling heard and respected
Teacher education in times of crisis
Teacher retention and attrition
Trust, Professionalism and Empowerment
A systematic review of risk and protective factors for teacher attrition and intent to leave the workforce in the Australian context
Survival mode
Cinematic Portrayals of Music Teachers 1940–2025
Hands-on History” at the John Brown Farm
Teachers’ perceptions of ethical leadership – systematic review
The Impact of the Initial Teacher Education Reaccreditation Process on Teacher Educator Identity
A University-Stakeholder Collaborative Approach to Designing Early Childhood Mentor Teacher Training
Differentiated Instruction, Professional Development, and Teacher Efficacy
Data, performativity and the erosion of trust in teachers
Documentary Research in the Social Sciences
Doing Interviews
Intensification, Extension and Complexity of Teachers' Workload
Unequal Partners
Policy reform
Relational pedagogy and the policy failure of contemporary Australian schooling
An invitation to reflexive sociology
Professional Capital Contested
| Unique citing works | 16 |
|---|---|
| Citations per year | 5,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |