The Global Teaching Profession: How Treating Teachers as Knowledge Workers Improves the Esteem of the Teaching Profession

Autor/inn/en	Price, Heather E.; Weatherby, Kristen
Titel	The Global Teaching Profession: How Treating Teachers as Knowledge Workers Improves the Esteem of the Teaching Profession
Quelle	In: School Effectiveness and School Improvement, 29 (2018) 1, S.113-149 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Price, Heather E.) ORCID (Weatherby, Kristen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2017.1394882
Schlagwörter	Teaching (Occupation); Employees; Professional Services; Knowledge Management; Learning; Instruction; Surveys; Professionalism; Teacher Education Programs; Teacher Attitudes; Self Esteem; Satisfaction; Work Environment; Teacher Recruitment; Models; Teacher Shortage; Faculty Development; Educational Policy; Global Education; Foreign Countries; Regression (Statistics); Statistical Analysis; Australia; Bulgaria; Croatia; Denmark; France; Italy; Latvia; Netherlands; Portugal; Singapore; Sweden; United Kingdom (England); Belgium; Canada; Cyprus; Estonia; Iceland; Japan; Malaysia; Norway; Romania; Slovakia; United Arab Emirates (Abu Dhabi); United States; Brazil; Chile; Czech Republic; Finland; Israel; South Korea; Mexico; Poland; Serbia; Spain + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Employee; Arbeitnehmer; Beschäftigter; Berufsbegleitender Dienst; Wissensmanagement; Lernen; Teaching process; Unterrichtsprozess; Survey; Umfrage; Befragung; Professionalität; Lehrerverhalten; Self-esteem; Selbstaufmerksamkeit; Zufriedenheit; Arbeitsmilieu; Lehrerrekrutierung; Analogiemodell; Lehrermangel; Politics of education; Bildungspolitik; Globales Lernen; Ausland; Regression; Regressionsanalyse; Statistische Analyse; Australien; Bulgarien; Kroatien; Dänemark; Frankreich; Italien; Lettland; Niederlande; Singapur; Schweden; Belgien; Kanada; Zypern; Estland; Island; Norwegen; Rumänien; Slowakei; USA; Brasilien; Tschechische Republik; Finnland; Korea; Republik; Mexiko; Polen; Serbien; Spanien
Abstract	To better understand the status of the teaching profession, we present a conceptual framework outlining the 4 domains of knowledge-worker professionals: professional benchmarks, professional discretion, room for promotion, and workplace conditions and use the TALIS 2013 survey data to show that these domains exist globally and vary within countries. Across more than 30 school systems, we address the question: "To what extent does the level and type of professionalism afforded to individual teachers shape their perceptions of the esteem of their profession?" The strongest domain traits that correlate with feeling valued as a teacher are teachers' satisfaction with their working conditions, involvement in school decision making, and the chance to be recognized for good work. This framework shapes an actionable set of concepts that policymakers can use to address attraction and retention to the profession system-wide and that school leaders can use to improve working conditions in their own schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01