Changing the context of teachers’ work and professional development: A European perspective |
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| Institution: | 1. Eastern Heart Clinic, Prince of Wales Hospital, Sydney, NSW, Australia;2. Prince of Wales Hospital, University of New South Wales, Sydney, NSW, Australia;1. Department of Urology, Kingston General Hospital, Queen’s University, Kingston, Ontario, Canada;2. Department of Community Health and Epidemiology, Kingston General Hospital, Queen’s University, Kingston, Ontario, Canada;1. Department of Computer Science, University of São Paulo at São Carlos, SP, Brazil;2. Department of Computer Science, University of Londrina, Londrina, PR, Brazil;3. School of Medicine, University of São Paulo at Ribeirão Preto, SP, Brazil;1. Anesthesia and Surgical ICU Department, Faculty of medicine, Beni Suef University, Egypt;2. Anesthesia, Pain and Surgical ICU Department, Faculty of medicine, Cairo University, Egypt;1. Centre for Clinical Research in Neuropsychiatry, School of Psychiatry and Clinical Neurosciences, University of Western Australia, Medical Research Foundation Building, Rear 50 Murray Street, Perth, Western Australia 6000, Australia;2. Cooperative Research Centre – Mental Health, Barry Street, Carlton, Victoria, Australia;3. School of Psychology, University of Western Australia, 35 Stirling Highway, Crawley, Western Australia 6009, Australia;4. Department of Psychology, 224 Audubon Hall, Louisiana State University, Baton Rouge, LA 70803, USA |
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| Abstract: | Recent changes in the regulation of education systems in Europe and beyond have led to greater control over the work of teachers and the performance of schools. The paper draws upon the findings of a programme of funded comparative research, which has examined the impact of national education policy and policy change on teachers’ work and professional development in several European countries, England, France and Denmark. Within the English context, particularly, both primary and secondary teachers expressed common concerns centered on what was perceived as the demand for a ‘delivery of performance’. Many teachers considered that the more affective concerns of teaching – the sense of vocation and investment of self- were being undermined by the pressure for performance, to become “expert technicians” in transmitting externally pre-defined knowledge and skills to their pupils. Such changes have had a profound effect on the way in which teachers’ work and role are defined by government policy directives more widely within the European context. The paper considers the implications of these changed accountability structures for teachers’ professional identity and development. |
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