By Sharon Gewirtz; et al
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Additional resources for Changing teacher professionalism : international trends, challenges, and ways forward
And Rose, N. (1990) ‘Governing economic life’, Economy and Society, 19 (1): 1–31. Perkin, H. (1988) The Rise of Professional Society, Routledge: London. Parsons, T. (1939) ‘The professions and social structure’, Social Forces, 17: 457–467. Reed, M. (1996) ‘Expert power and control in late modernity: an empirical review and theoretical synthesis’, Organization Studies, 17 (4): 573–597. Saks, M. (1995) Professions and the Public Interest, London: Routledge. Sautu, R. (1998) ‘The effect of the marketization of the Argentine economy on the labor market: shifts in the demand for university trained professionals’.
While these ‘modernizing’ tendencies are apparent across the countries of the Organisation for Economic Cooperation and Development (OECD), England has led the way. Jones asks why it is that in England ‘the most comprehensive programme of reform in Western Europe has been greeted with the most pliant response’. The answer, he suggests, lies in England’s distinctive historic trajectory characterized, in particular, by: a long-standing and persistent neo-conservative anti-egalitarianism; a ‘New’ Labour party intent on shedding its ‘Old’ Labour, anti-‘developmental’ image; and a teacher trade union movement that has, since the 1980s and unlike its Scottish counterpart, pursued a narrowly economistic strategy centred on teachers’ pay at the cost of winning wider public support for an alternative vision of education based on ideas of equality and the nurturing of the ‘democratic intellect’ (McPherson and Raab 1988).
For teachers in further education (FE) teaching is often a second career. In Chapter 10, Denis Gleeson, Jennie Davies and Eunice Wheeler show how transition in roles and identities consequent upon employment in FE can, in some cases, generate uncertainties about: professional identity and status, as practitioners move from being accredited subject specialists with expertise as ‘an Economist’; through higher order teaching – ‘a lecturer’; followed by what some see as a slow downgrading of their professional status as it changes to being ‘a teacher’ of lower status courses with a welfare function.