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Special Issue: Deprofessionalisation of Education

Special Issue: Deprofessionalisation of Education SPECIAL ISSUE: DEPROFESSIONALISATION OF EDUCATION Editor's introduction With the introduction of the topic of professional practice in education, high­ lighted in the first Special Issue of the AlE, 40(3), 1996, this journal began its task of critically examining in depth what is one of education's most fundamental concerns. It continues its task of selecting for special analysis a topic of current concern and ongoing importance with this year's Special Issue. Guest edited by Terri Seddon, the selected topic canvasses the question of the deprofessionalisation of education. As she notes in her introduction, the theme which unites both Special Issues is the constancy and magnitude of change in education. Having considered the various facets of change as evidenced in the growing interest in and demand for improving professional practice, the implications of change are of equal significance for the conception of professionalism in education. In particular, this Special Issue is dedicated to examining to what extent, and in which ways, teacher professionalism has changed, and whether we can speak of a deprofessionalisation of education which is brought about implicitly or explicitly by the various changes and reforms education has undergone. Terri Seddon rightly warns that this question does not lend itself to simplistic answers. Although there is some evidence of the erosion of teacher professionalism, the articles she has commissioned to illuminate this question also show that this development is being resisted by teachers who are able to use opportunities for reskilling and reprofessionalisation. The picture which thus emerges of the changing nature of teacher professionalism in particular is complex but also shows new and positive trends. The task ahead, as the guest editor notes, is to try to work out 'what ... these changes mean for teachers, teaching and for the work of educating in Australia'. This Special Issue both examines and raises important new concerns faced by all educators in various sections of Australian education. Terri Seddon, in her roles as guest editor and author, and her contributors are to be congratulated on having presented such a comprehensive, well argued, and provocative Special Issue. It should fuel the debate on professionalism for some time to come. Gabriele Lakomski I AustralionJoumal ofEdueation. Vol. 41. No.3. 1997.223 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Special Issue: Deprofessionalisation of Education

Lakomski, Gabriele
Australian Journal of Education , Volume 41 (3): 1 – Nov 1, 1997
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Publisher
SAGE
Copyright
© 1997 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494419704100301
Publisher site
See Article on Publisher Site

Abstract

SPECIAL ISSUE: DEPROFESSIONALISATION OF EDUCATION Editor's introduction With the introduction of the topic of professional practice in education, high­ lighted in the first Special Issue of the AlE, 40(3), 1996, this journal began its task of critically examining in depth what is one of education's most fundamental concerns. It continues its task of selecting for special analysis a topic of current concern and ongoing importance with this year's Special Issue. Guest edited by Terri Seddon, the selected topic canvasses the question of the deprofessionalisation of education. As she notes in her introduction, the theme which unites both Special Issues is the constancy and magnitude of change in education. Having considered the various facets of change as evidenced in the growing interest in and demand for improving professional practice, the implications of change are of equal significance for the conception of professionalism in education. In particular, this Special Issue is dedicated to examining to what extent, and in which ways, teacher professionalism has changed, and whether we can speak of a deprofessionalisation of education which is brought about implicitly or explicitly by the various changes and reforms education has undergone. Terri Seddon rightly warns that this question does not lend itself to simplistic answers. Although there is some evidence of the erosion of teacher professionalism, the articles she has commissioned to illuminate this question also show that this development is being resisted by teachers who are able to use opportunities for reskilling and reprofessionalisation. The picture which thus emerges of the changing nature of teacher professionalism in particular is complex but also shows new and positive trends. The task ahead, as the guest editor notes, is to try to work out 'what ... these changes mean for teachers, teaching and for the work of educating in Australia'. This Special Issue both examines and raises important new concerns faced by all educators in various sections of Australian education. Terri Seddon, in her roles as guest editor and author, and her contributors are to be congratulated on having presented such a comprehensive, well argued, and provocative Special Issue. It should fuel the debate on professionalism for some time to come. Gabriele Lakomski I AustralionJoumal ofEdueation. Vol. 41. No.3. 1997.223

Journal

Australian Journal of Education – SAGE

Published: Nov 1, 1997

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