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This article studies the dilemma between professionalization and professionalism in the development of teaching into a bureaucratic
organization in Hong Kong. Professionalization and bureucractization are simultaneous processes. Teaching as an occupation
has grown from a state of idiosyncrasy to a profession with defined boundaries. However, achieving system efficiency and technical
rationality, both features of bureaucracy, could undermine or suppress teachers’ individual autonomy. Thus, bureaucratization
supports professionalization by raising the status of teaching, but undermines professionalism by constraining teachers’ autonomy.
The article examines the changing pattern of stratification and how it shaped the relationship between the professionalization,
bureaucratization and professionalism of teaching in Hong Kong. It argues that teaching cannot be a true profession without
realizing professionalism, and that teacher education has a central role in the drive towards it. Key Words: Hong Kong teachers,
teacher education, professionalization, professionalism, stratification 相似文献
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John Trent 《Asia-Pacific Journal of Teacher Education》2019,47(5):554-570
ABSTRACTTeacher attrition is a perennial problem in many countries around the globe. With attrition especially pronounced amongst early career teachers, efforts to retain and sustain these teachers have highlighted the importance of effective mentoring and support programs within schools. However, less is known about the perceptions and experiences of graduates of initial teacher education (ITE) programs who choose not to enter the teacher profession, therefore not benefiting from such mentoring and support, and subsequently being lost to the profession, potentially forever. Therefore, this paper reports on a qualitative case study that investigated the reasons why one group of graduates from an ITE program in Hong Kong chose not to teach. Using in-depth interviews and grounded in a theory of teacher identity construction, the results reveal how the participants struggled to construct their preferred professional identities, in particular during a teaching practicum, and the role this played in their decision not to enter the teaching profession. Implications for how teacher educators can better support preservice teachers as they struggle to construct their professional identities are considered and suggestions for future research are discussed. 相似文献
4.
John Trent 《The Australian Educational Researcher》2012,39(3):363-383
Debate over educational reform in many countries has addressed the question of how to attract and retain teachers. As part of a multiple case study that includes eight beginning English language teachers in Hong Kong, this paper offers an in-depth analysis of the experiences of two participants, Christine and Samuel, during their initial year of full time teaching in Hong Kong schools. The data, collected during an entire academic year, suggests that Christine used her experiences of becoming a teacher to justify and reaffirm her determination to pursue a career within English language teaching. In contrast, Samuel??s preliminary year of full-time teaching culminated in his decision to leave the teaching profession. A contribution of this study is to explore these very different experiences and outcomes using a framework of teacher identity construction. From this perspective, findings suggest that the participants?? engagement in the practices and activities of teaching, their relations with colleagues, and their positioning within different discourses of teaching and learning by their schools as well as by the wider educational environment, shaped their decisions about whether to continue to pursue a teaching career. Implications for attracting and retaining teachers, as well as for future research, are discussed. 相似文献
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This study makes a contribution to the development of empirically based, domain-specific teaching standards that are acknowledged by the professional community of teachers and which, therefore, have a good chance of being successfully implemented and used for professional development purposes. It was prompted by the resistance on the part of many teachers to the one-size-fits-all teaching standards imposed on them from above. We, therefore, looked for an alternative and canvassed teacher opinion about what makes an excellent literature teacher. Because our standards will be used to evaluate the profession, we also wished to know to what extent teachers satisfy (or would like to satisfy) their own ideal, and which factors influence their professional development. Contrary to earlier studies, we found that the professional community of literature teachers hold widely shared ideas about what constitutes excellence in their profession. We also found that almost 40% felt that their own level of professionalism fell far short of excellence, but that their professional growth was primarily hampered by external, contextual factors. If the government wishes to promote teacher ‘excellence’, the infrastructure for professional development will need to change so that teachers can acquire the knowledge and skills embodied in the teaching standards. 相似文献
6.
《师资教育杂志》2012,38(2):145-159
In this paper, we report on an inquiry exploring the experiences of 10 mainland Chinese student teachers of English so as to understand why they came to Hong Kong for a teacher education programme. The study revealed that these students were largely attracted to teaching in Hong Kong because of its extrinsic benefits such as professional stability, the prestige associated with the English language teaching profession and the opportunities to acquire valued skills transferable to other professions including English competence. Facing challenges as non‐local students, they were also uncertain of becoming teachers in the new context. As ‘elite’ Chinese students were often unwilling to become teachers, we found it strategic to attract a large number of talented non‐local students to the teaching profession and retain them. We conclude the paper with recommendations for various stakeholders to support these non‐local students' adaptation and development as committed and competent teachers in local schools. 相似文献
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This paper explores how data-driven practices and logics have come to reshape the possibilities by which the teaching profession, and teaching professionals, can be known and valued. Informed by the literature and theorising around educational performativity, the constitutive power of numbers, and affective responses to data, it shows how different US educators experienced, and came to embody, new forms of numbers-based accountability. Drawing on interviews with teachers, and school- and district-level leaders, as well as relevant school-based documents, it is argued that such data are now both effective (i.e. they change ‘what counts’ within the profession) and affective (i.e. they produce new expectations for teachers to profess data-responsive dispositions over actual educative practices). This prevalence and use of data have combined not only to change teaching into a ‘data profession’, but also to change teachers into ‘professors’ of data. 相似文献
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彭秀丽 《海南师范大学学报(社会科学版)》2006,19(5):144-146
我国拥有世界上最庞大的中小学教师队伍，每年有大量初任教师进入教师行业，帮助这些初任教师尽快适应并热爱教师工作，这对我国教师队伍的建设有着重大意义。为此，很多中学都采用为初任教师指派经验丰富的教师进行“传帮带”的方法来引导其上路，但在“师徒结对”实施的过程中仍存在许多不足之处。为此，笔者从学校、教育行政部门和师范院校等三个不同的层面为提高“师徒结对”效果提出了相应的建议和对策。 相似文献
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教师身份是以教学职业为核心,关于教师如何认识自身工作和在社会中所处地位的认识框架。教师的情感在其身份发展中扮演了重要角色。运用教育叙事探究的方法,笔者对三位在美任教中国教师的教学和生活经历进行了探究,并建构了三种情感对教师身份发展影响的叙事,分别是沮丧感、受压迫感以及恐惧感。沮丧感的产生在于公司化经营的学校将教师视为职业化的符号,使个人的人性与情感被忽略。而情感在教师自我反思和自我评价中扮演了重要角色。受压迫感是激发教师能动性的重要因素。当教师因为遭受不公正待遇而产生被压迫感时,他们开始审视个人与学校环境的关系,并据此作出改变,成为能动性主体。恐惧感直接来源于教师缺乏对于新文化环境的充分了解,它也同时关系到教师是否愿意承担教学主导的角色。本研究讨论了情感的能动作用,学校或教育机构对教师情感缺乏支持的问题,以及叙事如何作为教师建构身份的一个重要途径,以帮助教师检视自身的情感体验。 相似文献
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Gunnar Engvik Anne Berit Emstad 《International Journal of Leadership in Education》2017,20(4):468-490
This article focuses on the importance of school leaders’ commitment to socialising newly qualified teachers (NQTs) into the teaching profession. Framed by a social constructivist perspective, the article is based on four challenges novice teachers face as described by four school leaders. The aim is to illuminate how school leaders have understood the conflicts and differences that come to light in these challenges. School leaders’ experiences of the encounter between NQTs and schools point to how the facilitation of the teachers’ professional development at their schools was challenged and how follow-up and guidance of NQTs only started after the problems were disclosed to colleagues and the school leaders. This study indicates that there is a lack of insight into NQTs’ work situation, a fact that seems to exacerbate a negative development in the school environment. We argue that school leaders must be more proactive by being aware of the dynamics of the teaching team when NQTs join a previously established team. School leaders should communicate the expectations they have for how the team can welcome NQTs’ new ideas, on the one hand, and offer support if they encounter challenges, on the other. Furthermore, our findings indicate that the composition of teaching teams must be reassessed from year to year so that they serve as an arena that promotes professional development for both NQTs and established teachers. Poor relationships with colleagues and a lack of cooperation within teacher teams may also have a detrimental effect on student learning. School leaders have a great amount of power and influence, perhaps much more than they are aware of, when it comes to the wellbeing of NQTs and their decision to remain in the profession. We underline the importance of the role school leaders have in socialising NQTs into the teaching profession by paying attention to how they are welcomed and mentored by their colleagues in school. 相似文献
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Judyth Sachs 《Teachers and Teaching》2016,22(4):413-425
It is now more than 10 years after the publication of the monograph, The Activist Teaching Profession, which, at the time, could be described as a call to action for the teaching profession. I reflect here on how far has the profession progressed in responding to that call to action. The idea of a ‘call to action’ could be seen to born out of industrial rather than professional discourses: 10 years ago different factors were shaping teachers’ professional practice and identity and a call to action was a metaphor and a strategy to mobilize teachers. In this paper, I identify the factors that are still influencing and shaping the teaching profession and argue that different times require different responses and that current thinking and debates around teacher professionalism circulate around professional learning. In this paper, I argue that the time for an industrial approach to the teaching profession has passed. I make the case for systems, schools and teachers to be more research active with teachers’ practices validated and supported through research. 相似文献
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Christopher Winch 《牛津教育评论》2013,39(3):305-322
The time has come to re-assess the role that Philosophy has to play in the education of teachers, both at the beginning of and during their careers. The currently fashionable craft conception of teaching is inadequate as a preparation for a career in teaching. Philosophy of Education has an important role to play in preparing for a career in teaching. First, it enables teachers to acquire a grasp of the conceptual field of education and an ability to find their way around the often contested views within that field, which in turn impinge upon the normative structure of particular education systems. Second, it enables them to understand better the conceptual debates that involve the subjects that they are teaching. Third it enables teachers to understand the scope and limits of empirical research in education and the relationships between that research and conceptual issues in education. These claims are discussed with examples, and recent government statements about standards and competences in teaching are looked at through the perspective of a conceptually informed, career-oriented profession of teaching. Reasons for the past decline of philosophy of education in teacher education and how they might be avoided in the future are also reviewed. 相似文献
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John Trent 《Teacher Development》2014,18(1):29-45
This article describes the results of a qualitative multiple case study investigation of the experiences of preservice teachers during a teaching practicum in Hong Kong. The study uses in-depth interviews with pairs of student teachers and their school-based supporting teachers to understand how the former positioned themselves as particular types of teachers through mutual interactions with other communities of teachers during a teaching practicum. Three case studies explore the ways in which the pairs of student teachers not only supported each other within the context of a teaching team, but also jointly deployed strategies to establish and defend the values of teaching and learning that were afforded a premium by their community of preservice teachers. The results underscore the importance of investigating relations between different communities, such as student teachers, school-based teachers and school authorities if the learning goals of the teaching practicum are to be attained. Implications for how relations that foster the professional development of all teachers within and across different communities during a teaching practicum might be achieved and sustained are discussed and implications for future research considered. 相似文献
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Policy documents informing the profession of teaching in Australia and elsewhere explicitly recommend nurturing those new to the profession working collaboratively with colleagues. Key to the development and growth of beginning teachers is the informal exchange of ideas and knowledge between colleagues – essentially through the functioning of a community of practice. In practice there are beginning teachers who do not experience productive professional collaborations. In this article we use positioning theory and discourse analysis as a methodological “hearing aid” to listen to the story of a beginning teacher, a global English speaker, as she tells of her personal experiences of being excluded by her colleagues as she begins teaching at her first school. Speakers of global English are defined, for this research, as those for whom English is not their first language but may be one of many spoken languages. This story reflects similar accounts gathered during a larger research study conducted by the authors that focused on the early career experiences of global English speaking teachers. We conclude with suggestions for ways forward through awareness and practical reforms. 相似文献
16.
《Africa Education Review》2013,10(3):397-415
Abstract In the last two to three decades teachers’ work has been plagued by problems internationally. These problems include a growing dissatisfaction of teachers about their working conditions (characterized by heavy workloads and low salaries), the growing attempts by governments to control teachers’ work and the increasing negative public image of the teaching profession. This negative public image of teaching is manifested in the failure of the profession to attract enough students and the fact that those who are already in the profession want to leave. These factors had, inter alia, lead to a collapse of professionalism amongst teachers in general. There are, however, also other factors that have an influence on the professionalism of school teachers. It is argued in this article that the management role of the school principal is a crucial factor that influences teacher professionalism. This influence can be either positive or negative, depending to a large extent on how effectively the principal is managing the school. This article, derived from an empirical case study undertaken among a number of secondary schools in the Eastern Cape Province of South Africa, is an attempt to conceptualise the important and pivotal managerial role of the principal in promoting professionalism amongst teachers in this province. 相似文献
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王立明 《深圳信息职业技术学院学报》2014,(4):75-78
高职应用文写作是一门基础类课程,承担教学任务的教师自然应当有精深、系统和全面的相关知识背景和教学能力,高职应用文写作教师的“专业化”是一个常被提起又语焉不详的问题。但“专业”的内涵究竟指什么,教师如何能“达标”,本文从授课教师的“专业”入手进行探讨,认为理智地看待问题、承认现状、对症下药、综合提高既是当务之急,也是务实之举。 相似文献
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《师资教育杂志》2012,38(2):153-168
This paper reports on the results of a qualitative study that explored the experiences of one group of pre‐service English language teachers in Hong Kong as they undertook an action research project as part of their undergraduate teacher training programme. Grounded in a theory of teacher identity construction as both practice and discourse, the paper examines how participation in an action research project by one group of pre‐service English language teachers in Hong Kong shaped their experiences of becoming teachers. The study indicates that as teacher researchers, the trainee teachers contested previously held perceptions about their engagement in teaching, their images of teachers and teaching, as well as their alignment with some aspects of contemporary educational discourse. Implications for teacher education and future research are also discussed. 相似文献
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Una Hanley 《British Educational Research Journal》2007,33(2):253-271
This article seeks to contrast two constructions of teachers and teaching in England. The first construction is to be found in government documentation, which privileges a technical‐rational approach. The second is to be found in film and advertising for the profession, where the teacher is represented as an altruistic and charismatic subject. In their contrasting ways, both these constructions can be regarded as fantasies for teaching held by the government and wider society, which the teacher has to deal with. The article examines both constructions and the tensions that have been created by their presence in Teacher Training Agency ‘texts’, by drawing on data from trainee interviews as well as examples from the media which give rise to these disparate fantasies. Employing psychoanalytic theory, the article seeks to examine the ways in which teachers and trainees are faced with the paradox of fulfilling both seemingly contrasting fantasies while in the meantime the Government works to annex personally felt fantasies into its codes. It is suggested that trainees need to be educated into these tensions and that practitioners overall need to maintain their fantasies for teaching as well as accommodating these codes. 相似文献
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Stella Chong 《Teaching Education》2013,24(2):117-129
This study aims to report how Hong Kong teachers handle a seemingly conventional, orderly schooling phenomenon—the teaching of the newly arrived children (NAC) migrated from mainland China. Semi‐structured interviews with ten teachers from nine primary schools were conducted. The principal findings are that the teachers are not prepared for the challenges of teaching NAC, that the traditional approaches adopted by many teachers are ineffective, that subtle transformation of the pupil population due to the everlasting influx of NAC has yet to be appreciated by the teachers, and that teachers' logic—their worldview, mindset and conceptualisation of forces at work in Hong Kong schooling—remains unchanged. This paper highlights the various issues of monoculturalisation. Implications are discussed. 相似文献