Cooperating in their own Deprofessionalisaton? On the need to recognise the ‘public and ‘ecological’ roles of the Teaching profession

Bibliographic Data

ID8406171
AuthorsMike Bottery (University of Hull), Nigel Wright (0000-0002-1289-2830, University of Hull)
Year1996
Volume44
Issue1
Pages82-98
Publication date1996-03-01
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Studies (JOURNAL)
Journal identifiersISSN: 0007-1005 • E-ISSN: 1467-8527
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00071005.1996.9974059
OpenAlexW2048472356
LanguageEN
Citations received7
References cited13

This paper argues that two areas vital to the teaching profession's own development and to the development of its standing in society have been neglected in inservice education and training. The first, an understanding and development of the ‘public’ dimension of teaching, suggests that teachers have duties and concerns which transcend those of professionals in the private sector because the public domain is a necessary focus for the promotion of collective life as opposed to individual interests. The second, an appreciation of the ‘ecological’ context of teaching, locates its practice within wider political and social issues and deepens the teaching profession's understanding of itself The evidence of neglect of these areas is derived from questionnaire data drawn by the authors from primary and secondary schools on their inservice priorities

Context (archaeology) · Dimension (graph theory) · Neglect · Pedagogy · Political science · Politics · Promotion (chess) · Public relations · Public sector · Sociology · Critical and Liberation Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Psychology

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