Literaturnachweis - Detailanzeige
| Autor/in | Day, Christopher |
|---|---|
| Titel | School Reform and Transitions in Teacher Professionalism and Identity |
| Quelle | In: International Journal of Educational Research, 37 (2002) 8, S.677-692 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0883-0355 |
| DOI | 10.1016/S0883-0355(03)00065-X |
| Schlagwörter | School Restructuring; Job Satisfaction; Definitions; Educational Change; Accountability; Teacher Effectiveness; Educational Quality; Professional Autonomy; Teacher Motivation; Teacher Role |
| Abstract | In this paper transitions in the operational definitions of professionalism over the last 20 years will be discussed. As a consequence of (imposed) changes in the control of curriculum and assessment and increased measures of public accountability, teachers in most countries now work within cultures in which their careers are ever more dependent upon external definitions of quality, progress and achievement for their success. Although many experienced teachers have maintained their identities, finding room to manoeuvre within a general reduction in their traditional classroom autonomy, the pressure on these and younger colleagues is to comply with competency based agendas. In such cultures, attention to teachers' identities--arguably central to sustaining motivation, efficacy, commitment, job satisfaction and effectiveness--has been limited. (Author). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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