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In the last two decades the teaching profession has increasingly lost autonomy and become subject to political change that has introduced a market orientation to both educational organisation and culture. The stages that the teaching profession has gone through can be characterised as: pre-professional; autonomy; collegial and the post-professional age. This book explores both the Anglo-American curriculum tradition and the central European ‘didactic-tradition’ which have had an impact on these processes. Against this backdrop, the book provides an international overview as well as deeper insight into national and local practices. Based on ethnographic case studies each chapter makes its own unique contribution by exploring empirical data and discussing theoretical possibilities related to the common current question, namely what it means to be a professional teacher in the post-modern era of professionalism
The broad argument is that global movements in education policy have generated widely accepted discourses of performativity and educational effectiveness that have had pedagogical effects. The book attempts to deconstruct prevailing discourses and to develop an understanding of the complexity of educational politics and pedagogical and social relations.
It is argued here that the consequences can be regarded as a contribution to both professionalisation and a substantial de-professionalisation of teachers. Against this backdrop the book provides a critical wake-up call and a reminder of the need for serious debate about what kind of education is desirable for the twenty-first century and what kind of professional organisations and teachers are needed for the task.
Contents
Introduction
Karen Borgnakke, Marianne Dovemark and Sofia Marques da Silva
The governance turn, institutional embrace and the postmodern professional
Bob Jeffrey and Geoff Troman
The performative culture in Swedish schools and how teachers cope with it
Marianne Dovemark and Ann-Sofie Holm
The interaction between students and teachers in times of performativity
Michalis Kakos
Building democratic relationships at school? Families, students and teachers in context
José Ignacio Rivas, Analia Leite and Pablo Cortés
Primary school teachers’ professional identity: An ethnographic study
Juana M. Sancho, Fernando Hernández, Amalia Creus, Laura Domingo and Alejandra Montané
Tales from the field: Student teachers’ ups and downs during their first professional experiences
José Miguel Correa, Asunción Martinez-Arbelaiz, Estibaliz Aberasturi, Luispe Gutiérrez
Raising the Standard: A research-based agenda for teacher education in England
Alaster Scott Douglas
Discourses of performativity and educational effectiveness: Contesting and shaping teacher identity in a neoliberal world
Lawrence Angus
Changeability and technacy: The new professional raison d'etre
Karen Borgnakke
Professionalisation in educational practice: Summary
Karen Borgnakke, Marianne Dovemark, Sofia Marques da Silva
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