Search results for: Professional recognition
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This article examines how the university-based teacher educator is conceptualised as a category of academic worker at the institutional level in England. The findings reveal that it was common for universities to conceptualise the teacher educator as an effective classroom practitioner demonstrating strong personal qualities of enthusiasm and resilience. Furthermore, training and delivery described teaching, often relating directly to how teaching and teacher education were described in policy and professional discourse. The findings also show that the institutions shared a commitment to teacher educators’ credibility with the profession, usually demonstrated through significant professional experience.
Updated: Jan. 29, 2015
The current study examines motivational factors of teachers who have achieved a national standard of professionalization. The participants were 453 National Board certified teachers in the United States. Five motivators were found: improved teaching, financial gain, collaboration, self and external validation.
Updated: Dec. 06, 2011
The purpose of this study is to describe the extent to which elementary teaching in Turkey exhibits the characteristics of a profession. Evidence was drawn primarily from a Delphi methodology. It is concluded from this study that, on the basis of the criteria used in this study, teaching does not qualify fully as a profession. According to the expert panel that participated in this study, elementary teaching met only two of the 11 characteristics analyzed.
Updated: Jul. 26, 2011
In this article, the author describes the efforts of some Canadian jurisdictions to call for a professional designation for teachers. The author emphasizes the difference between teacher certification and professional designation. In addition, the author wants to reveal a certain predicament that results when the teaching profession becomes 'bound by recognition'.
Updated: Mar. 24, 2011