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status of teaching as a career chapterter

 status of teaching as a job chapterter Dissertation

The Status of Teaching like a Profession

Rich M. Ingersoll and Elizabeth Merrill

From: Schools and Society: A Sociological Method of Education. 4th edition. Edited by Jeanne Ballantine and Joan Spade. CA: Pinus radiata Forge Press/SAGE Publications (2011).

P

rofessionalization has long been a source

of both expect and frustration for teachers.

Since early in the 20th century, teachers

have repeatedly sought to advertise the view that

elementary and secondary teaching is a remarkably

complex sort of work, necessitating specialized

understanding and skill and deserving of the same

status and position as traditional professions,

like law and medicine. This movement to professionalize educating has, nevertheless , been noticeable by both confusion and contention, a lot of which

centers around what it takes to be a profession

and to professionalize a particular sort of work.

For some, the substance of a profession is advanced

training and, hence, the right way to best professionalize teaching is usually to upgrade teachers' knowledge and skills through professional

development. For others, the essence of the profession is based on the thinking individual professionals hold toward their function. In this view the best

approach to professionalize teaching is always to instill an

ethos of public service and high standards—a

impression of professionalism—among teachers. Pertaining to

even other folks, the focus is definitely on the organizational

conditions beneath which teachers work; from this

view, the ultimate way to professionalize educating is

to improve teachers' operating conditions. As being a

result of this wide range of comedie, it is often

unclear whether education critics and reformers

will be referring to a similar things after they discuss

professionalization in educating. 1

Although education reformers often differ

over precisely what is meant professionally, professionalism, and professionalization, students of occupations, notably sociologists, will not. The study of work, occupations, and professions has been an

essential topic in sociology for many years, and

research workers in this subfield have developed what

is known as the professional model—a series of

organizational and occupational characteristics

185

186 • CHAPTER 5. ROLES AND RESPONSIBILITIES

associated with professions and professionals

and, hence, useful to distinguish vocations and

pros from other sorts of work and workers. 2 These include thorough training and licensing requirements, positive doing work conditions, a working professional corporation or affiliation,

substantial workplace authority, relatively high

compensation, and high prestige. Using this viewpoint, jobs can be assessed according to the degree to which they certainly or will not exhibit the

characteristics in the professional style. The

set up or " traditional” professions—law,

medicine, college or university teaching, structure,

science, engineering, in particular—are usually

viewed as the best examples of the professional style. There are, of course , large variations both between and inside these professions in the level to which they will exhibit the professional unit. Moreover, many professions had been and are currently undergoing difference in the

degree to which they will exhibit the attributes of the

professional unit, that is, within their degree of

professionalization or deprofessionalization. 3

Sociologists have also been careful to distinguish professionalization from professionalism and reliability. The former refers to the degree where occupations show the structural or sociological attributes, characteristics, and conditions identified with the professional version. The latter identifies the

attitudinal or internal attributes of individuals

who are thought to be, or perhaps aspire to be regarded as as, experts. From the last mentioned perspective, an expert is someone who is not an amateur, but is devoted to a career and also to

public assistance. Although professionalism and reliability is often

regarded part of the professionalization process, sociologists do not ponder over it...

References: Abbott, A. (1988). The system of professions: An essay

around the division of professional labor

(1986). A region prepared: Instructors for the 21st

hundred years

Chubb, M. E., & Moe, Capital t. M. (1989). Politics, market segments, and

America's schools

Collins, R. (1979). The credential society. New york city:

Academic Press.

Davis, J., & Johnson, T. (1996). General sociable surveys,

1972–1996: Cumulative codebook

Etzioni, A. (Ed. ). (1969). The semi-professions and

their companies: Teachers, rns, and social

Freidson, Electronic. (1984). The changing character of professional

control

Freidson, E. (1986). Professional capabilities: A study in

the institutionalization of formal knowledge.

Freidson, E. (2001). Professionalism: The next logic.

Hall, R. (1968). Professionalization and bureaucratization. American Sociological Assessment, 33(1), 92–104.

Hodson, R., & Sullivan, T. (1995). Professions and

professionals

Holmes Group. (1986). Tomorrow's instructors. East

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Hughes, Elizabeth. (1965). Occupations. In K. Lynn & the editors of Daedalus (Eds. ), The professions in

America (pp

Ingersoll, R. (1997). Teacher professionalization and

tutor commitment: A multilevel research

Ingersoll, 3rd there’s r. (1999). The problem of underqualified

teachers in American extra schools

Ingersoll, R. (2003a). Is there good teacher shortage? Philadelphia: Consortium for Plan Research

in Education, School of Philadelphia.

Ingersoll, Ur. (2003b). Who also controls teachers' work?

Power and accountability in America's schools.

Kohn, M., & Schooler, C. (1983). Function and character.

Kozol, M. (1991). Fierce, ferocious inequalities. Nyc:

HarperCollins.

Labaree, D. (1992). Power, expertise, and the justification of teaching: A genealogy in the movement

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Labaree, D. (2004). The trouble with ed universities. New

Destination, CT: Yale University Press.

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Lortie, G. (1969). The balance of control and autonomy

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interpersonal organization of schools

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sociology of work

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of the American high school

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effects of debut ? initiation ? inauguration ? introduction and coaching on starting

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