The Institutionalisation of Schools and the Implications for Identity of Experienced Teachers: The Case of International Baccalaureate World Schools

Autor/inn/en	Bunnell, Tristan; Fertig, Michael; James, Chris
Titel	The Institutionalisation of Schools and the Implications for Identity of Experienced Teachers: The Case of International Baccalaureate World Schools
Quelle	In: Cambridge Journal of Education, 50 (2020) 2, S.241-260 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2019.1661972
Schlagwörter	Professional Identity; Advanced Placement Programs; Experienced Teachers; Organizational Culture; International Education; Attitude Change; Teacher Attitudes; Foreign Countries; Educational Administration; Summer Programs; Graduate Study; Networks; Educational Resources; Standards; Educational Philosophy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Unternehmenskultur; Internationale Erziehung; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Ausland; Bildungsverwaltung; Schuladministration; Schulverwaltung; Sommerkurs; Aufbaustudium; Graduiertenstudium; Hauptstudium; Bildungsmittel; Standard; Bildungsphilosophie; Erziehungsphilosophie
Abstract	This study explored the effect that the institutionalisation forces required by the 'IB World School' authorisation process has on the identity of experienced teachers. The research analyses these institutionalising forces and the way they are carried and communicated. The institutionalising forces have a significant effect on the identity of experienced teachers. The research confirms that teacher identity is dynamic and that the identity of experienced teachers can change significantly. The institutionalisation process is powerful and appears to be coercive. However, the teachers appear to be willing participants in the institutionalisation process, and the sense of coercion the authors identified may be an unintended consequence of the process of establishing institutional legitimacy. As chains and groups of schools become more prevalent internationally, and in the English school system, the institutionalisation process in schools and the effect on the identity of teachers who work in them is likely to become more significant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01