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首页> 外文期刊>British Educational Research Journal >The ‘shape’ of teacher professionalism in England: professional standards, performance management, professional development and the changes proposed in the 2010 White Paper
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The ‘shape’ of teacher professionalism in England: professional standards, performance management, professional development and the changes proposed in the 2010 White Paper

机译：英格兰教师专业水平的“形态”：专业标准，绩效管理，专业发展和2010年白皮书中提出的变革

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Teacher professionalism in England may be considered to have been shaped by the set of professional standards, and the accompanying statutory performance management system, introduced by the Labour government in 2007. More recently the coalition government’s 2010 White Paper, The Importance of Teaching, announced reforms that will potentially re-shape teacher professionalism. In this article I examine the ‘shape’ of teacher professionalism in England, as defined by the professional standards. I reveal it to be a lop-sided shape, indicating a professionalism that focuses predominantly on teachers’ behaviour, rather than on their attitudes and their intellectuality. Presenting my conceptual analysis of professionalism, and examination of its link with professional development, I consider whether—and to what extent—teacher professionalism may in fact be shaped by government-imposed reform. I conclude that ‘enacted’ professionalism may be quite different from ‘demanded’ professionalism, and shaping professionalism involves a complex and indecipherable process that is better understood by examining the process whereby individuals develop professionally.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/01411926.2011.607231
机译：英格兰的教师专业精神可能被认为是由一套专业标准以及由工党政府在2007年引入的法定绩效管理体系所塑造的。最近，联合政府的2010年白皮书《教学的重要性》宣布了可能重塑教师专业素养的改革。在本文中，我研究了专业标准所定义的英格兰教师专业水平的“形态”。我发现它是偏侧的形状，表示专业性主要集中在教师的行为上，而不是他们的态度和知识上。在介绍我对职业素养的概念分析，并研究其与职业发展的联系时，我考虑了教师职业素养是否实际上以及在何种程度上可能受到政府实施的改革的影响。我得出的结论是，“成文的”专业精神可能与“要求的”专业精神完全不同，塑造专业精神涉及一个复杂而难以理解的过程，通过检查个人的专业发展过程，可以更好地理解这一过程。查看全文下载全文相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”}；添加到候选列表链接永久链接http://dx.doi.org/10.1080/01411926.2011.607231

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