Upholding public trust: an examination of teacher professionalism and the use of Teachers’ Standards in England
Upholding public trust: an examination of teacher professionalism and the use of Teachers’ Standards in England
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维护公众信任：对英格兰教师专业精神和教师标准使用情况的审查
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发表时间：
2012
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影响因子：
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通讯作者：
J. Goepel
中科院分区：
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作者：
J. Goepel
本文考察了当今英国教师专业化的本质，追溯了它是如何随着政府政策的影响和教师标准的出台而发生变化和发展的。它审查了最近公布的教师标准，其中强调课堂实践，以及要求教师维护公众的信任。沿着讨论了信任的本质及其发展的因素。指导专业判断的价值观沿着列出了专业素质、性格或特点，这些素质、性格或特点被认为对有效表达专业精神至关重要。据认为，维护公众的信任更多地取决于在达成协议方面发挥专业素质或处置能力，而不是遵守标准和其他外部强加的问责方法。然而，对《教师标准》的审查表明，以前的标准中对专业属性的强调已被取消。本文认为，遵守新的教师标准，这是故意的“评估”很可能会导致勾选框的专业精神，并主张强调专业素质的表达，如尊重，以发展和保持公众的信任。
This paper considers the nature of teacher professionalism in England today, tracing how it has changed and developed according to the impact of government policy and the introduction of standards for teachers. It examines the recently published Teachers’ Standards with their emphasis on classroom practice together with the requirement for teachers to uphold public trust. The nature of trust is discussed along with the factors which contribute to its development. Values which inform professional judgement are outlined along with professional qualities, dispositions or characteristics which are argued as being vital to the effective expression of professionalism. It is considered that the upholding of public trust depends more on the exercising of professional qualities or dispositions within the context of agreement making, than adherence to standards and other methods of externally imposed accountability. However, an examination of the Teachers’ Standards shows that the emphasis on professional attributes contained in the previous standards has been dispensed with. This paper argues that adherence to the new Teachers’ Standards which are deliberately ‘assessable’ is likely to result in tick-box professionalism and advocates an emphasis on the expression of professional qualities such as respect in order to develop and maintain public trust.