Deprofessionalization of teachers’ occupation: sociological analysis

Q4 Social Sciences
Jūratė Litvinaitė
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引用次数: 0

Abstract

Drawing on various sociological theories on the characteristics of work, profession, and service, the paper analyses the validity of the classification of teachers’ occupation as a profession, raising the question of what teaching is if not a profession. It also explores the trend of the changing social position of teachers’ professional activities in contemporary contexts. The introductory part of the article reveals the sociological content of the concepts of profession, work, and service. It explains what features allow these concepts to categorize various occupations. Based on Abbott’s (1988) analysis of the development of professions, it identifies the processes taking place in all professions causing them to lose their privileged status in society. The loss of status of professions is analysed through the concepts of professionalization, deprofessionalization, bureaucratization, and proletarianization. The characteristics of these processes are revealed based on various authors.Based on theoretical studies, the article analyses the results of empirical research conducted in the spring of 2023. The research ‘Teachers’ daily professional activities’ was designed using the photovoice method. The study involved 47 teachers with different professional experiences from different regions of Lithuania. The study revealed that teaching in contemporary contexts is experiencing all the symptoms of deprofessionalization and bureaucratisation, as well as intensive proletarianization of teaching: teachers are subjected to various forms of exploitation; alienation from the school and pupils is increasing, and teachers are being dehumanized. The article concludes with the discussion statements.
教师职业的非专业化:社会学分析
本文借鉴有关工作、专业和服务特征的各种社会学理论,分析了将教师职业归类为专业的正确性,提出了 "教师不是专业是什么 "的问题。文章还探讨了教师职业活动的社会地位在当代背景下的变化趋势。文章的导言部分揭示了职业、工作和服务等概念的社会学内涵。文章解释了这些概念对各种职业进行分类的特点。根据 Abbott(1988 年)对职业发展的分析,文章指出了所有职业失去其社会特权地位的过程。通过专业化、非专业化、官僚化和无产阶级化等概念分析了职业地位的丧失。在理论研究的基础上,文章分析了 2023 年春季开展的实证研究的结果。教师的日常职业活动 "研究采用了摄影舆论法。研究涉及来自立陶宛不同地区的 47 名具有不同职业经历的教师。研究表明,在当代背景下,教学正经历着非专业化和官僚化的所有症状,以及教学的密集无产阶级化:教师受到各种形式的剥削;与学校和学生的疏离感正在增加,教师正在被非人化。文章最后进行了讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Acta Paedagogica Vilnensia
Acta Paedagogica Vilnensia Social Sciences-Education
CiteScore
0.70
自引率
0.00%
发文量
11
审稿时长
24 weeks
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