Reshaped teachers’ careers? New patterns and the fragmentation of the teaching profession in England

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2023-01-17 DOI:10.1080/01425692.2023.2167703

Cécile Mathou, Marc A. C. Sarazin, Xavier Dumay

引用次数: 0

Abstract

Abstract In this paper, we examine how evolutions related to the fragmentation of labour markets, the flexibilisation of work and employment conditions, and the multiplication of teacher training models and teachers’ roles in schools, are contributing to reshaping teachers’ careers. Drawing on interviews with teachers and senior leaders from 8 schools in London, our analyses highlight six career patterns and their embeddedness in the changing institutional environment of labour markets for teachers. Our results help renew the dialogue between research on teachers’ professional lives and on teachers’ labour markets. They have wider implications for knowledge on the fragmentation of the teaching profession, beyond the London case.

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重塑教师的职业生涯？新模式与英国教师职业的分化

摘要在本文中，我们研究了与劳动力市场的碎片化、工作和就业条件的灵活性以及教师培训模式和教师在学校中的角色的多元化相关的演变如何有助于重塑教师的职业生涯。根据对伦敦8所学校教师和高级领导的采访，我们的分析强调了六种职业模式及其在不断变化的教师劳动力市场制度环境中的嵌入性。我们的研究结果有助于重新启动教师职业生活研究和教师劳动力市场研究之间的对话。除了伦敦的案例之外，它们对教师职业碎片化的知识有着更广泛的影响。

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

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.