Critical professional or branded technician? Changing conceptions of the education worker
This chapter uses a case study of five phases in the changing meaning of teacher professionalism in England to suggest that changes caused by current legislation there, notably to do with workforce reform and inclusion agendas, is probably reducing rather than facilitating teaching professions’ ability to respond adequately to these challenges. It does not assume that precisely this path will be taken elsewhere, but it does argue that with the extent of global policy borrowing going on, educational professionals in other countries who have gone through much of the same process, need to reflect on whether they face similar kinds of challenges and changes to their practice, and whether their current position enables them to respond adequately to the challenges presented by a globalising world, from which educational practitioners are not exempt.
|Journal||Re-Reading Education Policies: a handbook studying the policy agenda of the 21st century|
|Peer Reviewed||Not Peer Reviewed|
|APA6 Citation||Bottery, M. Critical professional or branded technician? Changing conceptions of the education worker. The University of Hull|
|Keywords||REF 2014 submission|