How teachers view their own professional status
A snapshot
Bibliographic Data
| ID | 21369802 |
|---|---|
| Authors | Emma García (0000-0001-7255-1651), Elaine Weiss |
| Year | 2020 |
| Volume | 101 |
| Issue | 6 |
| Pages | 14-18 |
| Publication date | 2020-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Phi Delta Kappan (JOURNAL) |
| Journal identifiers | ISSN: 0031-7217 • E-ISSN: 1940-6487 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0031721720909581 |
| OpenAlex | W3008714575 |
| Language | EN |
| Citations received | 6 |
| References cited | 8 |
The question of whether teaching is a profession, with all the status and responsibilities that entails, is not as settled as some believe. Emma García and Elaine Weiss look at the requirements and characteristics of a profession and examine data from teachers and find that teaching, as currently experienced by teachers, does not measure up to the traits of a profession, though it would merit the status,. Although teaching has credentialing requirements, many teachers lack the credentials associated with effectiveness. In addition, teachers do not receive the professional support needed to grow professionally, and they lack the societal respect and influence other professions enjoy. Teachers also receive lower pay than their peers, and many experience emotionally and physically damaging work environments
Credentialing · Medical education · Pedagogy · Political science · Professional association · Professional development · Public relations · Educational Assessment and Improvement · Medicine · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
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| Unique citing works | 6 |
|---|---|
| Citations per year | 1 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |