Re-Professionalizing Teaching: The New Professionalism in the United States
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| Title: | Re-Professionalizing Teaching: The New Professionalism in the United States |
|---|---|
| Language: | English |
| Authors: | Brass, Jory, Holloway, Jessica (ORCID |
| Source: | Critical Studies in Education. 2021 62(4):519-536. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Professionalism, Professional Identity, Commercialization, Standards, Accountability, Accreditation (Institutions), Teacher Education Programs, Performance Based Assessment, Teacher Evaluation, Value Added Models, Alignment (Education), Values, Middle School Teachers, Educational Change, Educational Policy, Federal Legislation, Educational Legislation, Federal Aid, Federal Programs |
| Geographic Terms: | Arizona, Michigan |
| Laws, Policies and Program Identifiers: | No Child Left Behind Act 2001, Race to the Top |
| DOI: | 10.1080/17508487.2019.1579743 |
| ISSN: | 1750-8487 |
| Abstract: | This article examines the re-professionalization of teaching across a transformative decade of market-based and standards-based reforms in the U.S.A. The first section works with the sociological concept of the 'new professionalism' to situate the No Child Left Behind act, Race to the Top, and CAEP accreditation within a broader movement to align the professions with the commercial and managerial values of the private sector. The next section compares teacher interviews conducted at the onset of NCLB with interviews conducted at the height of Race to the Top to highlight how the ongoing shift from 'occupational' to 'organizational' governance of teaching can change how teachers think about and fashion themselves as teachers. This policy analysis and qualitative analysis aims to help the education field recognize, situate and interrupt education reforms that govern teaching and teacher education through standardization, commercialization and outcomes-based performance management. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1309238 |
| Database: | ERIC |
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| Abstract: | This article examines the re-professionalization of teaching across a transformative decade of market-based and standards-based reforms in the U.S.A. The first section works with the sociological concept of the 'new professionalism' to situate the No Child Left Behind act, Race to the Top, and CAEP accreditation within a broader movement to align the professions with the commercial and managerial values of the private sector. The next section compares teacher interviews conducted at the onset of NCLB with interviews conducted at the height of Race to the Top to highlight how the ongoing shift from 'occupational' to 'organizational' governance of teaching can change how teachers think about and fashion themselves as teachers. This policy analysis and qualitative analysis aims to help the education field recognize, situate and interrupt education reforms that govern teaching and teacher education through standardization, commercialization and outcomes-based performance management. |
|---|---|
| ISSN: | 1750-8487 |
| DOI: | 10.1080/17508487.2019.1579743 |
