Název: Eroding trust in teacher professionalism : an ethnomethodological analysis of radio interviews with Czech experts on education
Zdrojový dokument: Studia paedagogica. 2020, roč. 25, č. 2, s. [47]-69
Rozsah
[47]-69
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2020-2-3
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142787
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Schools and teachers have been subject to a number of debates and often face contradictory demands. In this study we analyse radio interviews with three Czech experts on education. Building on ethnomethodology, namely conversation analysis and membership categorisation analysis, the study was guided by two research questions: (1) What practices and membership categorisation devices do the experts employ when speaking of Czech education and schools? and (2) How do the experts relate to teacher professionalism when characterising Czech education? The analysis shows how the expert's credibility is negotiated, how they problematise gaining fundamental knowledge and skills at schools and situate the learning of "important things" outside school, and how they claim that Czech teachers teach badly while downgrading positive results of Czech schooling. This way the experts cast doubt on basic characteristics of teacher professionalism and thus undermine trust in the professional project in teaching.
Reference
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[55] Štech, S. (2016). Velká regrese? Proměny vzdělávání mezi hlasy politiků, expertů a rodičů. In M. Strouhal & S. Štech (Eds.), Vzdělání a dnešek: Pedagogické, filosofické, historické a sociální perspektivy (pp. 179–201). Karolinum.
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[9] Davies, B., & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247–259. https://doi.org/10.1080/09518390701281751 | DOI 10.1080/09518390701281751
[10] Day, C., & Gu, Q. (2010). The new lives of teachers. Routledge.
[11] Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment: Discourses in the politics, policies and purposes of continuing professional development. In C. Day & J. Sachs (Eds.), International handbook on the continuing professional development of teachers (pp. 3–32). Open University Press.
[12] Evetts, J. (2009). The management of professionalism: A contemporary paradox. In S. Gewirtz, P. Manony, I. Hextall, & A. Cribb (Eds.), Changing teacher professionalism. International trends, challenges and the way forward (pp. 19–30). Routledge.
[13] Evetts, J. (2011). A new professionalism? Challenges and opportunities. Current Sociology, 59(4), 406–422. https://doi.org/10.1177/0011392111402585 | DOI 10.1177/0011392111402585
[14] Faulconbridge, J.R., & Muzio, D. (2012). The rescaling of the professions: towards a transnational sociology of the professions. International Sociology, 27(1), 109–125. http://dx.doi.org/10.2139/ssrn.2074125 | DOI 10.1177/0268580911423059
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[16] Freidson, E. (2001). Professionalism: The third logic. University of Chicago Press.
[17] Furlong, J., Barton, L., Miles, S., Whitty, C., & Whiting, G. (2000). Teacher education in transition: Reforming teacher professionalism? Open University Press.
[18] Garfinkel, H. (1967). Studies in ethnomethodology. Prentice Hall.
[19] Goldstein, R., Macrine, S., & Chesky, N. (2011). Welcome to the "new normal": The news media and neoliberal reforming education. Journal of Inquiry & Action in Education, 4(1), 112–132. https://digitalcommons.buffalostate.edu/jiae/vol4/iss1/6
[20] Greger, D. (2011). Dvacet let českého školství optikou teorií změny vzdělávání v postsocialistických zemích. Orbis scholae, 5(1), 9–22. https://doi.org/10.14712/23363177.2018.70 | DOI 10.14712/23363177.2018.70
[21] Hargreaves, A., & Goodson, I. (1996). Teachers' professional lives: Aspirations and actualities. In I. Goodson & A. Hargreaves (Eds.), Teachers' professional lives. Falmer Press.
[22] Hilferty, F. (2008). Theorising teacher professionalism as an enacted discourse of power. British Journal of Sociology of Education, 29(2), 161–173. https://doi.org/10.1080/01425690701837521 | DOI 10.1080/01425690701837521
[23] Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of School Leadership, 9(1), 184–208. https://doi.org/10.1177/105268469900900301 | DOI 10.1177/105268469900900301
[24] Janík, T. (2015). Škola na kruhovém objezdu aneb když se to vezme kolem a kolem… Pedagogická orientace, 25(5), 727–732.
[25] Janík, T., Píšová, M., & Spilková, V. (2014). Standardy v učitelské profesi: zahraniční přístupy a pokus o jejich zhodnocení. Orbis scholae, 8(3), 133−158. https://doi.org/10.14712/23363177.2015.61 | DOI 10.14712/23363177.2015.61
[26] Kaderka, P., Leudar, I., & Nekvapil, J. (2018). Central bank transparency as a dialogical accomplishment. Symbolic Interaction, 41(2), 227–246. https://doi.org/10.1002/symb.336 | DOI 10.1002/symb.336
[27] Kaščák, O., & Pupala, B. (2011). Neoliberalizmus vo vzdelávaní: pät' obrazov kritických analýz. Pedagogická orientace, 21(1), 5–34.
[28] Kaščák, O., & Pupala, B. (2012). Škola zlatých golierov. Vzdelávanie v ére neoliberalismu. Sociologické nakladatelství.
[29] Larson, M.S. (1977). The rise of professionalism: A sociological analysis. University of California Press.
[30] Lepper, G. (2000). Categories in text and talk: A practical introduction to categorization analysis. SAGE.
[31] Leudar, I., & Nekvapil, J. (2004). Media dialogical networks and political argumentation. Journal of Language and Politics, 3(2), 247–266. https://doi.org/10.1075/jlp.3.2.06leu | DOI 10.1075/jlp.3.2.06leu
[32] Levin, B., Glaze, A., & Fullan, M. (2008). Results without rancor or ranking: Ontario's success story. The Phi Delta Kappan, 90(4), 273–280. https://doi.org/10.1177/003172170809000408 | DOI 10.1177/003172170809000408
[33] Liessmann, K.P. (2015). Hodina duchů. Praxe nevzdělanosti. Academia.
[34] Lojdová, K. (2016). The end of academic freedom in the era of neoliberalism? Pedagogická orientace, 26(4), 605–630. https://doi.org/10.5817/PedOr2016-4-605 | DOI 10.5817/PedOr2016-4-605
[35] Lunt, I. (2008). Ethical issues in professional life. In B. Cunningham (Ed.), Exploring professionalism (pp. 73–98). Institute of Education.
[36] Macdonald, K. M. (1995). The sociology of the professions. SAGE.
[37] Malin, N. (2017). Theoretical frameworks used in studying professions. Social Work and Social Sciences Review, 19(1), 7–30.
[38] McCombs, M., & Reynolds, A. (2002). News influence on our pictures of the world. In J. Bryant (Ed.), Media effects: Advances in theory and research (2nd ed., pp. 1–18). Lawrence Erlbaum Associates.
[39] McQuail, D. (2010). McQuail's mass communication theory (6th ed.). SAGE.
[40] Nolin, J. (2008). In search of a new theory of professions. University of Borås.
[41] OECD. (2010). Strong performers and successful reformers in education: Lessons from PISA for the United States. OECD.
[42] OECD. (2012). Strong performers and successful reformers in education: Lessons from PISA for Japan. OECD. | DOI 10.1787/9789264174184-en
[43] Rada Českého rozhlasu (n.d.). Kodex Českého rozhlasu. Retrieved from https://rada.rozhlas.cz/kodex-ceskeho-rozhlasu-7722382
[44] Rádio Junior. (2018, April 11th). Atrium: škola. Retrieved from https://prehravac.rozhlas.cz/audio/3998451
[45] Sacks, H. (1995a). Lectures on conversation. Volume I. (G. Jefferson, Ed.). Blackwell.
[46] Sacks, H. (1995b). Lectures on conversation. Volume II. (G. Jefferson, Ed.). Blackwell.
[47] Saks, M. (2016). A review of theories of professions, organizations and society: The case for neo-Weberianism, neo-institutionalism and eclecticism. Journal of Professions and Organization, 3(2), 170–187. https://doi.org/10.1093/jpo/jow005 | DOI 10.1093/jpo/jow005
[48] Schegloff, E. A. (1992). In another context. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon (pp. 191–227). Cambridge University Press.
[49] Schweizer, A., Niedlich, S., Adamczyk, J., & Bormann, I. (2017). Approaching trust and control in parental relationships with educational institutions. Studia Paedagogica, 22(2), 97–115. https://doi.org/10.5817/SP2017-2-6 | DOI 10.5817/SP2017-2-6
[50] Sciulli, D. (2005). Continental sociology of professions today: Conceptual contributions. Current Sociology, 53(6), 915–942. https://doi.org/10.1177/0011392105057155 | DOI 10.1177/0011392105057155
[51] Sidnell, J., & Stivers, T. (Eds.). (2013). The handbook of conversation analysis. Blackwell.
[52] Snoek, M. (n.d.). Theories on and concepts of professionalism of teachers and their consequences for the curriculum in teacher education. Retrieved from https://www.hva.nl/binaries/content/assets/subsites/kc-oo/publicaties/theories-on-and-concepts-of-professionalism-hungarian-publication.pdf
[53] Sockett, H. (1993). The moral base of teacher professionalism. Teachers College Press.
[54] Štech, S. (2007). Profesionalita učitele v neo-liberální době. Esej o paradoxní situaci učitelství. Pedagogika, 57(4), 326–337.
[55] Štech, S. (2016). Velká regrese? Proměny vzdělávání mezi hlasy politiků, expertů a rodičů. In M. Strouhal & S. Štech (Eds.), Vzdělání a dnešek: Pedagogické, filosofické, historické a sociální perspektivy (pp. 179–201). Karolinum.
[56] Sztompka, P. (1999). Trust: A sociological theory. Cambridge University Press.
[57] Valenta, P. (2010). Objektivita v médiích. Mediálně pedagogický pohled. Pedagogika, 60(2), 162–170.
[58] Veselý, A. (2013). Vzdělávací reforma v Ontariu: kritické shrnutí a inspirace pro vzdělávací politiku v ČR. Orbis scholae, 7(1), 11−28. https://doi.org/10.14712/23363177.2015.23 | DOI 10.14712/23363177.2015.23
[59] Wubbena, Z.C., Ford, D.R., & Porfilio, B.J. (Eds.). (2016). News media and the neoliberal privatization of education. Information Age Publishing.