1. Chapter 10: Teaching in a Public Institution: The Professionalization Movement
ED 468

2. Social Responsibility
Ethics
Personal Philosophy
Professional Philosophy
Social Responsibility
Teaching

3. Questions:
Can an occupation with 2/8 million practitioners, most of whom are women, be expected to achieve professional status similar to that enjoyed by such professions as medicine, law, and architecture?

4. Questions..
Or is teaching by its history as engendered, publicly funded occupation, unsuited to certain kinds of professionalization?
If so, then the efforts to improve education by professionalizing teaching may be misplaced?

5. Questions…. What is professionalization? What is professionalism?
What is the difference between the two?

6. But a professional in the profession sense is….
1. access and control of the particular knowledge
2. perform a service to society
3. are autonomous
4. have prestige, respect, social status

7. Goodlad A reasonably coherent body of necessary knowledge and skills
A degree of homogeneity in groups of program candidates with respect to expectations and curricula
Clear borders demarcating qualified candidates from the unqualified, p. 293.

8. Questions... Should teaching be a managed occupation?
Should teachers have autonomy?
Should administrators dedicate policy?

9. The Holmes Report
To make the education of teachers intellectually more solid.
To recognize difference in teachers’ knowledge, skill, and commitment, in their education, certification and work
see. P. 19

10. Carnegie Report
Create a National Board for Professional Teaching Standards, organized with a regional and state membership structure, to establish high standards for what teachers need to know and be able to do, and to certify teachers who meet that standard…p. 294.

11. Questions...
Why do your authors argue against the professionalization model? P

12. What Matters Most... Teaching for America’s Future…
What teachers know and can do is the most important influence on what students learn
Recruiting, preparing, and retaining good teachers is the central strategy for improving our schools.
School reform cannot succeed unless it focuses on creating the conditions in which teachers can teach, and teach well.

13. What Matters Most: