Skip navigation

Deconstructing and reconstructing professionalism: the 'professional' demands of the PCET teacher education programme in the UK

Deconstructing and reconstructing professionalism: the 'professional' demands of the PCET teacher education programme in the UK

Ade-Ojo, Gordon (2013) Deconstructing and reconstructing professionalism: the 'professional' demands of the PCET teacher education programme in the UK. In: O'Meara, James, (ed.) The 56th ICET Yearbook on Teacher Education:. International Council on Education for Teaching (ICET), Wheeling, IL, USA, pp. 6-20. ISBN 0982711323

[img] PDF
(ITEM_9465)_ADE-OJO_Deconstructing_and_reconstructing_professionalism_real.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (167kB)

Abstract

Professionalism has assumed the level of obligation in both the training and practice of teachers in the Lifelong Sector (LLS) in the UK. Responding to the demands of professionalism has been seen both by teachers and trainees as a source of tension and distress. In effect, many practitioners and trainees in the field have become less enthusiastic and less attracted to work in the field because of the culture of performativity that some elements of professional demand attract and in some cases, fail to see themselves as professionals. This paper responds to this situation in two ways. First, it offers a new construct of understanding the multiple demands of ‘professionalism’ which categorises elements of professionalism into three categories of subject knowledge, pedagogical and procedural professionalism. Second, it reports the findings of a small pilot research on the disposition of trainee teachers towards the professionalism module of their training programmes.
Though only a pilot study, the research found a paradoxical relationship between trainees and professionalism as trainees felt less like professionals because of the demands and imposition of conditions of procedural professionalism. Also, the pilot study established that among the group investigated, the major source of tension and distress is the demand of procedural professionalism. Finally, the study suggests that trainees are better able to accommodate the demands through appropriate classification that is offered by the new construct.

Item Type: Book Section
Additional Information: [1] Paper selected for publication following presentation at conference.[2] The 56th Yearbook on Teacher Education is a collection of papers and reports from the 56th World Assembly of the International Council on Education for Teaching (ICET), held on the 10-12 July 2012, at the University of Cape Coast, Ghana. The meeting was under the theme 'The Changing Global Perspective on the Role of Teacher and Teacher Education.'
Uncontrolled Keywords: professionalism, teacher education, CPD, performativity
Subjects: L Education > LB Theory and practice of education
Pre-2014 Departments: School of Education
School of Education > Department of Lifelong Learning & Teacher Education
Related URLs:
Last Modified: 14 Oct 2016 09:23
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/9465

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics