Tipping Point for Teachers? Changing Working Conditions and Continuing Learning in a 'Knowledge Economy'

Autor/in	Livingstone, D. W.
Titel	Tipping Point for Teachers? Changing Working Conditions and Continuing Learning in a 'Knowledge Economy'
Quelle	In: International Journal of Lifelong Education, 37 (2018) 3, S.359-371 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2018.1483439
Schlagwörter	Foreign Countries; Teachers; Professional Autonomy; Continuing Education; Informal Education; Teaching Conditions; National Surveys; Teacher Surveys; Canada + Suchen Sie Ihr Suchwort? Ausland; Lehrer; Lehrerin; Lehrende; Berufsfreiheit; Weiterbildung; Informelle Bildung; Nichtformale Bildung; Lehrbedingungen; Unterrichtsbedingungen; Kanada
Abstract	The basic argument of this paper is that, in the wake of austerity measures against public education accumulating since the early 1980s, professional teachers at all levels may have been losing control of their jobs and faced decreasing opportunities for continuing their own learning. Empirical evidence is drawn mainly from a unique time series of Canadian national surveys which provide data on the working conditions and continuing learning practices of both teachers and the entire labour force in Canada between 1982 and 2016. The main findings are that there have been major reductions in teachers' participation in organisational decision-making, sharply declining recent incidence of participation in both continuing further education and job-related informal learning, as well as a strong association between decreasing job control and declining continuing learning trends. The major implication is that teachers' work and learning may be reaching a tipping point after which established forms of effective teaching may no longer be sustainable. Further studies to confirm these findings and assess their potentially very serious implications are urgently needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01