新专业主义背景下教师地位与教师工会的作用

Q3 Social Sciences

Studia Paedagogica Pub Date : 2020-07-30 DOI:10.5817/sp2020-2-2

V. Symeonidis, N. Stromquist

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引用次数: 5

摘要

教师和教师职业的地位目前正受到来自政府和国际组织改革议程的压力。本文考察了教师工会在新公共管理及其主导话语新专业主义影响下对教师地位变化的看法。该分析以一个概念框架为基础，旨在揭示教师及其工会在新专业主义背景下面临的主要挑战。该框架被演绎法应用于国际教育于2015年和2018年进行的两次调查的数据。调查结果揭示了一些令人担忧的趋势，这些趋势随着时间的推移不断出现，并影响了教师的地位，包括通过外部控制加强对教师的问责，政府缺乏提高教师专业水平的努力，私有化政策的扩大，以及教师工会缺乏参与。教师职业的这种重组意味着教师工会需要在使命和行动上进行更新。

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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Teacher Status and the Role of Teacher Unions in the Context of New Professionalism

The status of teachers and the teaching profession is currently under pressure from the reform agendas of governments and international organisations. This article examines the perceptions of teacher unions about changes in teacher status under the influence of new public management and its dominant discourse of new professionalism. The analysis is underpinned by a conceptual framework that seeks to reveal the main challenges facing teachers and their unions in the context of new professionalism. The framework is applied deductively to data drawn from two surveys conducted by Education International in 2015 and in 2018. The findings revealed some worrisome trends that appeared consistently over time and influenced teacher status, including an increased accountability for teachers through external control, a lack of government efforts to improve teacher professionalism, the expansion of privatisation policies, and a lack of teacher union engagement. This restructuring of the teaching profession implies the need for teacher union renewal in mission and action.

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来源期刊

Studia Paedagogica Social Sciences-Education

CiteScore

1.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.