Tensions in Teaching and Teacher Education

Professionalism and professionalisation in England and Canada

Bibliographic Data

ID11920828
AuthorsChristine Hall (0000-0003-2673-7484, University of Nottingham, corresponding author), Renate A Schulz (University of Manitoba), RENATE SCHULZ
Year2003
Volume33
Issue3
Pages369-383
Publication date2003-09-01
Open AccessNo
TypeARTICLE
VenueCompare A Journal of Comparative and International Education (JOURNAL)
Journal identifiersISSN: 0305-7925 • E-ISSN: 1469-3623
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03057920302588
OpenAlexW2035653109
LanguageEN
Citations received11
References cited6

The argument in this article derives from a comparative case study of two pre-service teacher education programmes in England and in Canada. Using Goodson and Hargreaves' propositions about the seven principles of postmodern teacher professionalism, we discuss the tensions between government professionalisation agendas for teaching and teacher education, on the one hand, and on the other hand, the creation of conditions in schools and faculties of education in which professionalism is diminished or even systematically undermined. We extend the analysis to consider the particular tensions teacher educators experience as they manage competing definitions of professionalism within university and school contexts

Argument (complex analysis · Epistemology · Government (linguistics · Pedagogy · Political science · Postmodernism · Sociology · Teacher education · Collaborative Teaching and Inclusion · Educator Training and Historical Pedagogy · Medicine · Teacher Education and Leadership Studies

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