Professionalism in teaching

Professionalism in in createA Search of teacher Professionalism. A private reproval through the Lenses of a Traditional, Conflict scheme, Neo Liberal and Critical Perspective.In a recent Guardian Secret instructor article (2015) adept school leader explains how they feel lost, set adrift, since the last update to the Ofsted followup guidance.I procedured to think I k overbold the rules for inspections I built my travel on it.Is this a reflection of the bowment barter today? piss teachers been re- masterised under the scrutiny of performativity as put forward by ball (2003). I aim to lease these ideas looking at the role of the original with conk outicular speech pattern on my study feelings of victorism.I joined the teaching profession to make a difference or that is sure how it felt. My close to become a teacher was built upon a desire to regularise the life chances of new-fashioned large number. But having entered the profession with seemingly noble inte ntions what change of profession claim I joined? What sort of skipper forgo I become?The nature of skipperism has been field of study to much scholarly debate. It has crimson been suggested (Whitty, 2000) that a profession is whatever hunting lodge thinks it is and and then this could mean we fix to consider professionalism in a personal context. In order to cover the fantasy of professionalism I first need to strain to define the limit professionalism for myself. The terms professional and professionalism mean different things to different people.Through my readings well-nigh professionalism thither appear to be four main structures with which to consider the concept of professionalism. I will examine each of these stances and reflect on my protest sense of professionalism through these lenses. Ultimately attempting to consider each perspectives utility for my experience practice.TraditionalTraditional views of professionalism argon largely based on occupations a like medicine and law (Demirkasimoglu, 2010). These professions hurt graduate(prenominal) status and pay tho likewise high levels of autonomy. For this reason occupations like teaching ar handed-d gively accepted as quasi professional in that Bureaucratic hold in.fills the need for coordination by limiting the semiprofessionals discretion or autonomy (Leiter, 1981 pp225) in that respect argon many aspects of teaching that I believe correlate with the traditional view of a professional. Teachers provide a public service, require technical knowledge and skills, and are driven by a moral imperative. I would conform myself with these principles and therefore to any(prenominal) extent with the view that teaching is a traditional profession and that I myself am a professional from a traditional perspective. Teaching as an occupation does tho differ from traditional professions. Teachers are subject to much judicatureal control than both lawyers and doctors and although the responsibility of pedagogics is vast it could be argued that it is non as large as those of self-direction and health. When considering my sustain sense of professionalism from a traditional perspective, I also dubiety if there is a further distinction mingled with modern teaching and the traditional view of professionalism.Traditional professions afford a signifi bottomt sum of money of distance between the client and the practitioner. Within teaching, due to the regular fundamental interaction between client and practitioner and the nature of the familys that are formed this nonliteral distance is not so extensive. This idea leads me to consider the changes that may pass occurred to teacher professionalism as the role of teacher has altered over the by century. Teachers are expected to be more than imparters of knowledge and as the emphasis on their role has shifted so too has the potential for teachers to be considered alongside doctors and lawyers as traditional pro fessionals. From a personal perspective I feel it hard to align my own feelings of professionalism with the traditional view that would separate teaching as a high status profession from other occupations. As much of a teachers impart is conducted through direct client interaction and the relationship that is formed is an essential part of successful practice, much like nurses and social workers, this consigns teaching to remain quasi professional and for me to not consider myself a teacher in the fully traditional sense.Conflict schemeAnother view point on the nature of the professional back tooth be gained from Conflict Theory. Conflict Theory originates from bolshie vox populi. Macdonald (1995) suggests that from a Marxist standpoint it is not the knowledge that makes a professional high status but the value of this knowledge to the capitalist schema. then the professionals maintain structures in society by ensuring that positions are monopolised. Conflict Theory proposes that the social relationships of differing conventions are built upon power and exploitation. Thus it is suggested that in effect the facts of life system is organised to ensure that power is exercised and different pigeonholings at heart society exploited.Ozga (1987) defines teacher professionalism as a form of articulate control with teachers being subject to direct or indirect rule by the state as political, economic, social and cultural circumstances determined. This suggests that the state is using professionalism as a means to gain desired outcomes.When we hear from all sides the demand for an mental institution of regular curricula and special examinations the reason behind it is, of course, not a all at once awakened thirst for knowledge but the desire for restricting the try of these positions and their monopolization by the owners of gentilityal certificates(weber, cited in Gerth and Wright Mills 1946, pp 242)Analysing the arguments made by conflict possibleness about the role of professionals in society fills me with personal disquiet and apprehension. Conflict Theory suggests a role of the professional that importantly differs from my own feelings of morality, integrity and service. I believe that I entered the teaching profession to be of value. I see the role of a teacher as potentially immense in single lives. Teachers collapse the opportunity to better the academic ability and achievement of their students but also to devote wreak on their development as people. To suggest that part of the role of professionals, and therefore teachers, is to ensure that groups within society are restricted and that the structure of society maintained is, for me, and I would suggest many others within teaching, unpalatable.This does not however mean that this is an incorrect standpoint. It would be hard to argue that the teachers professionalism has been used by the state to manipulate the profession into certain modes of deportment. The teachers standards (2011) indeed define the behaviour and attitudes which set the required standard for conduct throughout a teachers career.I find it difficult to square this particular circle. I see no problem with the statements made within the Teachers Standards but there still remains a discordancy between this view of an imposed professionalism and my own feelings of myself as a professional. Whatever the larger political structures that we live and work under this does not mean we have to fulfil the role suggested.Evans (2008) sees professionalism more as a sum of individuals professionality orientation. The plural of how a group of individuals perceive their own professionalism. Professionalism is co constructed by the actions and beliefs on individuals who make up the profession. I believe strongly in the role of teachers to break norms in society and enable those that are less fortunate to succeed. Conflict Theory may suggest that systems would make this difficult however I do not feel that this in any way defines myself as a professional. Conflict Theory suggests a view of teachers as an occupational group with a professionalism defined by the state. Is the individual sense of professionality orientation as outlined by Evans not a better measure of an individuals professionalism? Or as Gewirtz stated.. teachers are not the dormant dupes of classical Marxism, unwittingly co-opted as get alongnts of the state they are active agents resisting state control strategies and forcing their employers to refine and rework those strategies. (Gewirtz, cited in Hextall et al 2007, pp39)Considering all of the points to a higher place I do not feel that the conclusions from Conflict Theory cooperate to define an individual teacher as a professional. I certainly do not feel that they help to define me as a professional. A sense of professionalism seems more personal than that which can be provided by broad statements defined by the state.Neo-LiberalWe live in an age of high levels of external accountability. Ofsted, School league tables, the National Curriculum and performance link up pay are just some of the high stake measures which have been introduced over the past thirty years.Gewirtz (2002) argues that the restructuring of the reproduction system has been part of the raze of welfarism whilst introducing motorcoachialist forms of control and increased centralisation. This is seen as part of a Neo-Liberal approach to make believe competition and markets where previously there were none. This Neo-Liberal agenda has significantly shifted the role of the professional.The preferent strategy of the neo-liberal marketisers has been deregulation of the profession.. (Gleeson Husbands, 2001, pp287)Dale (1989) describes a shift in the mode of state regulation of teacher professionalism. Regulation has altered professionalism from a licenced form of autonomy to a more tightly controlled regulated autonomy. These views do not agree with assumption s that teachers have been moving towards a professional status double to that which has been attained by the traditional professions of Medicine and Law.The march of the Neo-Liberal agenda has resulted in a struggle over the teachers sole ( oaf 2003 pp 217). Ball suggests that the introduction of much(prenominal) performativity has led to an erosion of the traditional professional values, a shift in professional identity and the meaning of professional for teachers. This has led to the emergence of a new kind of professional with differing professional values.I can describe with some of the new professional values that Ball (2003) identifies. The increased levels of performativity have altered the way the profession as a whole behaves and I think individual views of their own professionalism. I can recognize with some of the traits Ball attributes to the new managers.Thus the work of the manager, the new hero of educational reform, involves instilling the attitude and culture wi thin which workers feel themselves accountable and at the same time committed or personally invested in the organisation (Ball, 2003, pp219)Whilst recognising the negative spin that Ball is placing on this role I also would suggest that the new managers have helped improve the education system thought accountability and coronation measures. I do see these attributes as part of my own professional identify.However Ball continues by suggesting that part of the manager role is to create a docile (and capable) workforce. I do not see this as something that is part of my professional identify. I feel that we should be developing teachers who are able to question and drive the profession forward. Who have extended professionality (Hoyle, 1975, pp 318), an ability to have a much wider view of what education involves.Whilst Ball is strongly questioning the use of performativity and the values of the new professionalism that has arisen from its use I find that some, but not all, of these va lues do align with my own feelings of professionalism.Critical Perspectives.More recent perspectives on professionalism suggest that we exponent rethink professionalism to be about how we do what we do, rather than an acquired status. Whitty (2008) moves beyond the capriciousness of educational reforms being used to de-professionalise teachers but instead for these to be an attempt at re-professionalisation. There is acknowledgement that educational reform has brought about changes in professionalism but that this may be constructing a new type of professional potentially more appropriate to contemporary needs.Hargreaves (2000) identified four ages of professionalism the pre-professional age, the age of the autonomous professional, the age of the collegial professional and post-professional or postmodern. The fourth age, post-professional or postmodern, which Hargreaves believes the profession is moving into (or has already entered) is characterised by a struggle between groups or forces which are onerous to de-professionalise the work of teaching and groups or forces who are trying to redefine teacher professionalism.One possible outcome of these processes is a new, postmodern professionalism that is broader, more flexible and more democratically inclusive of groups distant teaching and their concerns than its predecessors. (Hargreaves, 2000, pp167).These are some of the attributes that would be clear in postmodern professionalism.Whitty (2008) categorises the teachers into two distinct groups. The new entrepreneurs and the old collectivists. Both Whitty and Hargreaves are suggesting we are at time of change in teacher professionalism. But contradictory the new managers defined by Ball (2003) the new entrepreneurs who have embraced the ever-changing educational agenda have gained more potential status and rewards, including broader development opportunities and a limited degree of autonomy. So rather than managing the line of performativity the new en trepreneurs have the opportunity to help re define teacher postmodern professionalism.It does feel that the work of teachers has altered even within my own professional life. I would suggest that the life-sustaining perspective lens allows for potentially the superlative reflection into my own thoughts of professionalism. As previously mentioned I can identify with some of the traits Ball (2003) attributes to the new managers. When these professional attributes are considered from a critical perspective lens I begin to feel that I can form some stronger opinions as to my own professional identity.The traditional professional has some features that are in common with my own professional identify. However, the client-professional relationship that is formed within the work of teachers leads me to believe that I cannot align my own professionalism with these traditional beliefs. Whist Conflict Theory and a Neo-Liberal analysis allow us to consider the role that the state has, and is, playing on teacher professionalism I do feel that that the role the state is playing defines me as a professional.Evans (2008) proposes that professionalism is not something that is an idealised concept. Professionalism has to be something that people actually do not something that government or any other agency thrusts upon them. Therefore professionalism has a very personal context. I believe that I hold some of the professional attributes that would be associated with the new managers described by Ball (2003) and the new entrepreneurs described by Whitty (2008). I believe that systems of accountability and investment within the organisation are part of my own feeling of professionalism. These are about increasing teacher performance but for the benefit of the young people who have one chance of succeeding within the education system. However I also feel that there are areas of my own professionality that are not discussed in these roles. The concept of extended professionality ( Hoyle, 1975) is something that is deep within my own feelings of professionalism . It is a teachers duty to continually improve, to value the underlying pedagogy, to have a much wider view of what education involves and to adopt generally a more critical approach to the job. (Evans, 2008). Hence, I would suggest that I am potentially a new professional, one who has accepted the changes of performativity but trying to see the benefits such performativity can bring as well as ensuring that the main focus does not stray from what is best for the young people in our care.BibliographyBall, S.J (2003) The teachers soul and the terrors of performativity,Journal of development Policy, 182, 215-228 Department for cultivation (2011) Teachers standards. Teachers standards. Available at https//www.gov.uk/government/publications/teachers-standards (Accessed 12 February 2015).Demirkasmolu, N. 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