Abstract
| Language | English |
|---|---|
| Pages | 95-111 |
| Number of pages | 16 |
| Journal | Research Papers in Education |
| Volume | 22 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Mar 2007 |
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Keywords
- continuing professional development
- discourse
- policy
- professionalism
- Scotland
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Continuing professional development (CPD) policy and the discourse of teacher professionalism in Scotland. / Kennedy, Aileen.
In: Research Papers in Education, Vol. 22, No. 1, 03.2007, p. 95-111.Research output: Contribution to journal › Article
TY - JOUR
T1 - Continuing professional development (CPD) policy and the discourse of teacher professionalism in Scotland
AU - Kennedy, Aileen
PY - 2007/3
Y1 - 2007/3
N2 - The dynamic nature and multiple interpretations of professionalism make any analysis of it as a static, homogenous concept somewhat difficult. Much of the existing body of literature, which explores professionalism from a traditional sociological perspective, is now being challenged by developing concepts of professionalism that support particular political agendas. Contemporary writers prominent in the field of teacher professionalism appear to be highlighting two contrasting models. While these are defined slightly differently and attributed different names according to particular writers, broadly speaking they equate to a managerial perspective and a democratic perspective. In this paper an analysis of contemporary conceptions of professionalism from literature is presented, and then used in interpreting the discourse evident through a range of public documents on CPD for teachers in Scotland. The paper suggests that the democratic, transformative view of professionalism promoted in much of the recent literature, while reflected in some of the rhetoric surrounding Scottish CPD policy, is not as apparent in real terms. In conclusion it is suggested that there is a need for all stakeholders to interrogate CPD policy more rigorously in order that the underlying conceptions of professionalism can be made explicit.
AB - The dynamic nature and multiple interpretations of professionalism make any analysis of it as a static, homogenous concept somewhat difficult. Much of the existing body of literature, which explores professionalism from a traditional sociological perspective, is now being challenged by developing concepts of professionalism that support particular political agendas. Contemporary writers prominent in the field of teacher professionalism appear to be highlighting two contrasting models. While these are defined slightly differently and attributed different names according to particular writers, broadly speaking they equate to a managerial perspective and a democratic perspective. In this paper an analysis of contemporary conceptions of professionalism from literature is presented, and then used in interpreting the discourse evident through a range of public documents on CPD for teachers in Scotland. The paper suggests that the democratic, transformative view of professionalism promoted in much of the recent literature, while reflected in some of the rhetoric surrounding Scottish CPD policy, is not as apparent in real terms. In conclusion it is suggested that there is a need for all stakeholders to interrogate CPD policy more rigorously in order that the underlying conceptions of professionalism can be made explicit.
KW - continuing professional development
KW - discourse
KW - policy
KW - professionalism
KW - Scotland
UR - http://dx.doi.org/10.1080/02671520601152128
U2 - 10.1080/02671520601152128
DO - 10.1080/02671520601152128
M3 - Article
VL - 22
SP - 95
EP - 111
JO - Research Papers in Education
T2 - Research Papers in Education
JF - Research Papers in Education
SN - 0267-1522
IS - 1
ER -