University of Huddersfield Repository towards a more dynamic notion of professional participation
University of Huddersfield Repository towards a more dynamic notion of professional participation
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哈德斯菲尔德大学知识库迈向更具活力的专业参与概念
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通讯作者：
J. Schreiber
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作者：
C. Bottasso;S. Cacciola;J. Schreiber
本文从一个被忽视的视角来审视教师专业化。它分析了有关专业参与的动态的假设，这些假设隐含在专业化的竞争性学术和政策结构中，包括目前标志性的“实践社区”概念。所有这些都需要成为和成为专业人士的概念。然而，从项目的数据“转变学习文化在继续教育”（TLC）揭示了“unobserving”的重要实例：大多数参与该项目的导师是标题的继续教育（FE）教学。这说明了一个更广泛的问题，从该部门外流，在一个政治背景下，优先经济目标和目标的每一个层次，在其中，目前的气候表演越来越多地影响教学关系-背景条件，这也是高度相关的学校教育和高等教育。借鉴两个导师的典型案例研究，并从TLC项目中出现的学习文化的理论化，我们开发了一个布迪厄分析这些动态的惯习和领域的相互作用，我们批判的实践社区。特别注意政策驱动的变化和FE领域，并在其他教育部门和超越FE的政策的跨领域的影响，我们主张一个更动态的专业参与的概念。这可能是改进教学的“程序原则”的基础，也可能是支持整个教育系统各种形式的教师专业精神的政策的基础。
This paper considers teacher professionalism from a neglected perspective. It analyses assumptions about the dynamics of professional participation implicit within competing academic and policy constructs of professionalism, including the currently iconic concept of ‘communities of practice’. All entail notions of becoming and being a professional. However, data from the project ‘Transforming Learning Cultures in Further Education’ (TLC) reveal significant instances of ‘unbecoming’: a majority of the tutors participating in the project were heading out of further education (FE) teaching. This illuminates a broader problem of exodus from the sector, in a political context which privileges economic goals and targets at every level, and in which the current climate of performativity increasingly impacts upon pedagogical relationships – contextual conditions which are also highly relevant to schooling and higher education. Drawing on exemplar case studies of two tutors, and on the theorization of learning cultures emerging from the TLC project, we develop a Bourdieusian analysis of these dynamics in terms of the interaction of habitus and fields, and we critique ‘communities of practice’. Paying particular attention to policy-driven changes in and to the field of FE, and to the cross-field effects in FE of policies in other sectors of education and beyond, we argue for a more dynamic notion of professional participation. This might underpin ‘principles of procedure’ for improving teaching and learning, and policies to support diverse forms of teacher professionalism throughout the education system.