Perceptions of the Teaching Profession and Its Professionalisation in Spain
Bibliographic Data
The article is based on a novel theoretical framework for studying the teaching profession and its professionalisation from a broad view of Education as a common field in which many different actors take part. The way the field of Education is (re)produced is rarely researched. Rather, its current order is assumed as valid, ignoring the infighting between different actors to control and legitimise particular areas of knowledge, know‐how and practices that comprise it as a field. The article presents a survey‐based study with the following objectives: (1) identify how the teaching faculty perceive the structural and structuring aspects of the teaching profession in the field of education and (2) analyse how those aspects affect the development of a horizontally, democratically and collaboratively articulated profession and its professionalisation with all the other fields in education. The survey was taken by 7145 preschool, primary and secondary teachers at schools in Spain. The results show the structural and structuring features of a field of education, in tatters, differentiated and hierarchical, characterised by an uneven distribution of opportunities for its actors to ‘say’, ‘do’ and ‘decide’. At the same time, the results offer a chance to explore a more horizontal articulation of the teaching profession and its professionalisation within the field of education
Affect (linguistics) · Articulation (sociology) · Engineering ethics · Field (mathematics) · Pedagogy · Perception · Political science · Politics · Sociology · Structuring · Educational Practices and Policies · Educator Training and Historical Pedagogy · Engineering · Law · Psychology · Teacher Education and Leadership Studies
The System of Professions
Taking a distributed perspective on leading professional learning networks
Power, Knowledge, and the Rationalization of Teaching
Pedagogical reasoning
A Quantitative Approach to Content Validity 1
Ciencia, poder y regímenes de verdad en textos académicos sobre acceso a la profesión docente
The instrumentation of global education reforms
La profesionalización del magisterio en España (siglos XIX-XX)
Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions
Antidote or antagonist? The role of Education Reform Advocacy Organizations in educational policymaking
The Teacher's Role in Curriculum Development
Teachers and teacher education
The Political Construction of Mass Schooling
Educational Sciences and the Normalization of the Teacher and Child
Stuck in the Middle
Organizations Evolving
The teacher disempowerment debate
Teachers, Professionalism and Class
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |