Literaturnachweis - Detailanzeige
| Autor/in | Thompson, Meryl |
|---|---|
| Titel | Re-Modelling as De-Professionalisation |
| Quelle | In: FORUM: for promoting 3-19 comprehensive education, 48 (2006) 2, S.189-200 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0963-8253 |
| DOI | 10.2304/forum.2006.48.2.189 |
| Schlagwörter | Stellungnahme; Foreign Countries; Professional Recognition; Unions; Principals; Educational Change; Educational Policy; Public Policy; Teacher Aides; Elementary Secondary Education; Teacher Certification; Teacher Qualifications; Knowledge Base for Teaching; Politics of Education; Public School Teachers; United Kingdom (England) |
| Abstract | The article sets out the consequences of the British Government's remodelling agenda and its emphasis on less demarcation, for the professional status of teachers in England. It describes how the National Agreement on Raising Standards and Tackling Workload, reached between five of the six trade unions for teachers and headteachers paves the way for teaching assistants, without Qualified Teacher Status, to take over teaching activities and explores why teachers' trade unions have accepted a position which arguably reduces the professionalism of their members. It argues that remodelling has led to de-professionalisation and that this should be rectified by re-asserting the case that the formal knowledge of teachers justifies a distinct professional status. (Author). |
| Anmerkungen | Symposium Journals. P.O. Box 204, Didcot, Oxford OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/forum/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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