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Inside looking around: Toward a grou...

Dempsey, Van O'Dell, III.

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Inside looking around: Toward a grounded theory of teacher professionalism.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Inside looking around: Toward a grounded theory of teacher professionalism./
作者:	Dempsey, Van O'Dell, III.
面頁冊數:	149 p.
附註:	Source: Dissertation Abstracts International, Volume: 52-07, Section: A, page: 2495.
Contained By:	Dissertation Abstracts International52-07A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9135247

Inside looking around: Toward a grounded theory of teacher professionalism.
Dempsey, Van O'Dell, III.

Inside looking around: Toward a grounded theory of teacher professionalism. - 149 p.

Source: Dissertation Abstracts International, Volume: 52-07, Section: A, page: 2495.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 1991.

Suggestions for the professionalization of teaching include recruitment and retention of "good" individuals into teaching, improvement in the entrance requirements, and developing a more scientific body of knowledge for the profession as well as training in that knowledge. Teaching can, in essence, be professionalized by injecting into the field new people who know more about teaching than the current teaching force.Subjects--Topical Terms:

626654
Education, Sociology of.

Inside looking around: Toward a grounded theory of teacher professionalism.
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500 $a Source: Dissertation Abstracts International, Volume: 52-07, Section: A, page: 2495.
500 $a Directors: George Noblit; Richard C. Phillips.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 1991.
520 $a Suggestions for the professionalization of teaching include recruitment and retention of "good" individuals into teaching, improvement in the entrance requirements, and developing a more scientific body of knowledge for the profession as well as training in that knowledge. Teaching can, in essence, be professionalized by injecting into the field new people who know more about teaching than the current teaching force.
520 $a Outside in efforts at professionalization have at their base the assumption that if teaching is treated like vocations that have already professionalized--medicine the most notorious--then it too will become professional. Efforts focusing on application of an external model of professionalism for teaching disregard the individuals who currently teach, and give only surface attention to the cultures in which they teach. I suggest that to begin professionalizing teaching, we have to start from where teaching is, at least as much if not more than from where we want it to be.
520 $a I argue that professionalization of teaching is not about recruitment and retention, improvement in entrance requirements, and a scientific body of knowledge. Nor is it about the manifestation in teaching of characteristics of professionalism that have "worked" for medicine. I argue that teacher professionalism is an artifact of the relationships that occur in the experiences of teaching.
520 $a I argue that what is needed is a theory of professionalism grounded in teaching. I carry out this argument in two phases. In phase one, I present theories of professionalism currently in vogue in educational reform. I also present a critique of theories of professionalism, particularly as they pertain to teaching.
520 $a In phase two I present a description and analysis of teacher professionalism as an artifact of the teaching event. The basis of this discussion is an ethnographic study of teachers in an elementary school. Building on this description and analysis, I suggest implications for further discussions of efforts at the professionalization of teaching. I attempt to begin the process of grounding a theory of teacher professionalism to identify key issues on which continued efforts at the professionalization of teaching should be based.
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