Název: Teacher status and the role of teacher unions in the context of new professionalism
Zdrojový dokument: Studia paedagogica. 2020, roč. 25, č. 2, s. [23]-45
Rozsah
[23]-45
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/sp2020-2-2
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142786
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
The status of teachers and the teaching profession is currently under pressure from the reform agendas of governments and international organisations. This article examines the perceptions of teacher unions about changes in teacher status under the influence of new public management and its dominant discourse of new professionalism. The analysis is underpinned by a conceptual framework that seeks to reveal the main challenges facing teachers and their unions in the context of new professionalism. The framework is applied deductively to data drawn from two surveys conducted by Education International in 2015 and in 2018. The findings revealed some worrisome trends that appeared consistently over time and influenced teacher status, including an increased accountability for teachers through external control, a lack of government efforts to improve teacher professionalism, the expansion of privatisation policies, and a lack of teacher union engagement. This restructuring of the teaching profession implies the need for teacher union renewal in mission and action.
Reference
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[29] Sparks, D., & Malkus, N. (2015). Public school autonomy in the classroom across school years 2003-04, 2007-08, and 2011-12. US Department of Education.
[30] Stromquist, N. P. (2018). The global status of teachers and the teaching profession. Education International.
[31] Symeonidis, V. (2015). The status of teachers and the teaching profession: A study of education unions' perspectives. Education International.
[32] Turner, B. (1988). Status. Open University Press.
[33] UNESCO & ILO (2008). The ILO/UNESCO recommendation concerning the status of teachers (1966) and The UNESCO recommendation concerning the status of higher-education teaching personnel (1997). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000160495
[34] Verger, A., Fontdevila, C., & Zancajo, A. (2016). The privatization of education: A political economy of global education reform. Teachers College Press.
[35] Western, B. (1993). Postwar unionization in eighteen advanced capitalist countries. American Sociological Review, 58(2), 266–282. https://doi.org/10.2307/2095970 | DOI 10.2307/2095970
[36] World Education Forum. (2015). Education 2030. Incheon declaration and framework for action: Towards inclusive and equitable quality education and lifelong learning for all. World Education Forum.
[2] Bascia, N., & Stevenson, H. (2017). Organising teaching: Developing the power of the profession. Education International.
[3] Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Routledge and Kegan Paul.
[4] Carvalho, L. M., & Normand, R. (2018). Introduction. In R. Normand, M. Liu, L. M. Carvalho, D. Oliveira, & L. LeVasseur (Eds.), Education policies and the restructuring of the educational profession: Global and comparative perspectives (pp. 1–11). Springer.
[5] Eberts, R. W. (2007). Teachers unions and student performance: Help or hindrance? The Future of Children, 17(1), 175–200. https://doi.org/10.1353/foc.2007.0001 | DOI 10.1353/foc.2007.0001
[6] 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
[7] Gerth, H. H., & Mills, W. C. (1958). From Max Weber: Essays in sociology. Oxford University Press.
[8] Gunter, H. M., Grimaldi, E., Hall, D., & Serpieri, R. (2016). New public management and the reform of education. Routledge.
[9] Hall, D., Grimaldi, E., Gunter, H. M., Moller, J., Serpieri, R., & Skedsmo, G. (2015). Educational reform and modernisation in Europe: The role of national contexts in mediating the new public management. European Educational Research Journal, 14(6), 487–507. https://doi.org/10.1177/1474904115615357 | DOI 10.1177/1474904115615357
[10] Hameed, S. M. A., & Sen, J. (1985). A power theory of unionization and non-unionization. Indian Journal of Industrial Relations, 20(3), 297–309.
[11] Han, E. S. (2019). The impact of teachers unions on teachers' well-being under various legal institutions: Evidence from district-teacher matched data. AERA Open, 5(3), 1–19. https://doi.org/10.1177/2332858419867291 | DOI 10.1177/2332858419867291
[12] Hargreaves, L. (2009). The status and prestige of teachers and teaching. In L. J. Saha & A. G. Dworking (Eds.), International handbook of research on teachers and teaching (pp. 217–229). Springer Science + Business Media.
[13] Hargreaves, L., Cunningham, M., Hansen, A., McIntyre, D., Oliver, C., & Pell, T. (2007). The status of teachers and the teaching profession in England: Views from inside and outside the profession. Final report of the teacher status project. Research Report 831A. DfES.
[14] Hood, C. (1991). A public management of all seasons? Public Administration, 69(1), 3–19. https://doi.org/10.1111/j.1467-9299.1991.tb00779.x | DOI 10.1111/j.1467-9299.1991.tb00779.x
[15] Hoyle, E. (2001). Teaching prestige, status and esteem. Educational Management and Administration, 29(2), 139–152. https://doi.org/10.1177/0263211X010292001 | DOI 10.1177/0263211X010292001
[16] Istance, D., & Paniagua, A. (2019). Learning to leapfrog: Innovative pedagogies to transform education. Universal Education at Brookings.
[17] Lawn, M., & Ozga, J. (1981). Teachers, professionalism and class. Falmer.
[18] MacBeath, J. (2012). The future of the teaching profession. Education International.
[19] Mathis, W. J., & Welner, K. G. (2015). Reversing the deprofessionalization of teaching. Research-based options for education policymaking. https://nepc.colorado.edu/sites/default/files/publications/Mathis%20RBOPM-2.pdf
[20] McDonnell, L., & Pascal, A. (1988). Teacher unions and educational reform. Center for Policy Research in Education. Purdue University and Rand Corporation.
[21] Moe, T. (2011). Special interest: Teacher unions and American public schools. Brookings Institution Press.
[22] Normand, R., Liu, M., Carvalho, L. M., Oliveira, D., & LeVasseur, L. (2018). Education policies and the restructuring of the educational profession: Global and comparative perspectives. Springer.
[23] O'Connell, J. (1986). An alternative theory of labor union growth. The American Economist, 30(1), 51–55. https://doi.org/10.1177/056943458603000108 | DOI 10.1177/056943458603000108
[24] Oldham, S. (2020). Teaching labor unionism in schools: Towards economic and social justice. Critical Education, 11(6), 1–16. https://doi.org/10.14288/ce.v11i6.186477 | DOI 10.14288/ce.v11i6.186477
[25] Rizvi, F. (2016). Privatization in education: Trends and consequences. Education Research and Foresight: Working Papers, No. 18. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000246485
[26] Salter, L., & Phelan, S. (2017). The morality and political antagonisms of neoliberal discourse: Campbell Brown and the corporatization of educational justice. International Journal of Communication, 11, 3030–3050.
[27] Schleicher, A. (2011). Building a high-quality teaching profession: Lessons from around the world. OECD Publishing.
[28] Shiszha, E., & Kariwo, M. T. (2011). Deprofessionalisation of the teaching profession. In E. Shizha & M. T. Kariwo (Eds.), Education and development in Zimbabwe (pp. 59–72). Sense Publishers.
[29] Sparks, D., & Malkus, N. (2015). Public school autonomy in the classroom across school years 2003-04, 2007-08, and 2011-12. US Department of Education.
[30] Stromquist, N. P. (2018). The global status of teachers and the teaching profession. Education International.
[31] Symeonidis, V. (2015). The status of teachers and the teaching profession: A study of education unions' perspectives. Education International.
[32] Turner, B. (1988). Status. Open University Press.
[33] UNESCO & ILO (2008). The ILO/UNESCO recommendation concerning the status of teachers (1966) and The UNESCO recommendation concerning the status of higher-education teaching personnel (1997). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000160495
[34] Verger, A., Fontdevila, C., & Zancajo, A. (2016). The privatization of education: A political economy of global education reform. Teachers College Press.
[35] Western, B. (1993). Postwar unionization in eighteen advanced capitalist countries. American Sociological Review, 58(2), 266–282. https://doi.org/10.2307/2095970 | DOI 10.2307/2095970
[36] World Education Forum. (2015). Education 2030. Incheon declaration and framework for action: Towards inclusive and equitable quality education and lifelong learning for all. World Education Forum.