Siinviidatud vabalevis olev tekst võiks huvi pakkuda kõikidele organisatsiooni- ja hariduse huvilistele. Artikkel keskendub professiooni tähenduse muutumisele õpetajate näitel. Neoliberaalsed organisatsiooni ja poliitikakujundamise praktikad mõjutavad õpetaja professiooni mitmel moel. Nii on lihtne tekkida vastuoludel jms.

Kontekstiks:

The neoliberal agenda has acted as a major catalyst of change across the professions which have seen a growing adoption of business values in the quest for efficiency and effectiveness (Ball, 2016; Muzio et al., 2013). This has not only transformed the requirements and roles of professionals, but has also transformed how they see themselves and the nature and purpose of their work.

Mida õpetajatelt oodatakse?

As well as being expected to “perform” (see Ball, 2003), teachers are also expected to account for their work more broadly through the ritual (and predominately recorded), planning, monitoring, and evaluation of teaching and learning. These policy tools are collectively referred to throughout the paper as “performance-based accountability” or “PBA.”

Edukas haridussüsteem:

“Successful education systems” are those topping the international league tables in large student assessments; “successful schools” are those that outperform their neighbors in standardized tests, and “successful teachers” are those that add the most “value” (grade points) to their students.

Autorid täpsustavad eesmärke:

More specifically, it seeks to discover whether teachers experience a divergence between what they do—those tasks they actually engage in (or are expected to engage in) at work, and what they believe—those tasks they consider at the heart of good teaching.

Professionalism:

According to Evetts (2003, 2009), the term can be understood as a set of normative values, practices and discourses around a given profession which can generate and facilitate alterations of the occupation. […] Evetts (2009), highlighting the dynamic nature of professionalism, has identified two “types;” occupational professionalism: understood as produced from within and defined by collegiality, trust and autonomy, and organizational professionalism: produced through an external discourse of control and defined by managerialism, standardization, and external accountability.

Lugemishuvi suurendamiseks:

As found among social workers (Agresta, 2006) and occupational therapists (Lloyd et al., 2004), teachers desired to spend more time on their areas of specialism and less time on more generic, administrative tasks. Yet, role discrepancy does not necessarily result in feelings of frustration or compromise, rather, teachers were found to adjust to these realities and negotiate policy boundaries in quite different ways.

Browes, N., & Altinyelken, H. K. (2022). Professionalism in the era of accountability: Role discrepancy and responses among teachers in the Netherlands. The British Journal of Sociology.