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Teaching Professionalism to the Teaching Profession

Teaching Professionalism to the Teaching Profession This paper proposes a concept of professionalism which (a) distinguishes the essentially professional elements of teaching and (b) establishes in what areas philosophy of education might make an effective contribution to the professional development of teachers. The paper commences with the sociological literature on the formal characteristics of a profession. Four dimensions of teaching are then proposed in order to specify its professional elements. The notion of relevance which underpins my argument is taken to be a relational concept dependent upon the perspective of the person making the relevancy judgment. The relevance of ‘philosophy of education as reflection’ to each of the professional dimensions of teaching is discussed, and an argument mounted for the desirability of reflection as professionally relevant to the fourth dimension of teaching. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Teaching Professionalism to the Teaching Profession

Australian Journal of Education , Volume 25 (1): 13 – Apr 1, 1981

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References (6)

Publisher
SAGE
Copyright
© 1981 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494418102500104
Publisher site
See Article on Publisher Site

Abstract

This paper proposes a concept of professionalism which (a) distinguishes the essentially professional elements of teaching and (b) establishes in what areas philosophy of education might make an effective contribution to the professional development of teachers. The paper commences with the sociological literature on the formal characteristics of a profession. Four dimensions of teaching are then proposed in order to specify its professional elements. The notion of relevance which underpins my argument is taken to be a relational concept dependent upon the perspective of the person making the relevancy judgment. The relevance of ‘philosophy of education as reflection’ to each of the professional dimensions of teaching is discussed, and an argument mounted for the desirability of reflection as professionally relevant to the fourth dimension of teaching.

Journal

Australian Journal of EducationSAGE

Published: Apr 1, 1981

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