Conceptions of Professionalism and Professionality. Andrew Wilson Hull College. To discuss . [It is] argued that professionalism is synonymous with quality and the current practices relating to maintaining and monitoring standards are issues of contentious debate. Warrior (2002).
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Conceptions of Professionalism and Professionality
[It is] argued that professionalism is synonymous with quality and the current practices relating to maintaining and monitoring standards are issues of contentious debate.
What is a profession and what is a professional?
What is your definition of profession and professional
Is your view evidence or opinion based?
…an occupation requiring special training in the liberal arts or sciences, especially one of the three learned professions, law, theology, or medicine.
of, relating to, suitable for, or engaged in as a profession
engaging in an activity for gain or as a means of livelihood
extremely competent in a job
Dictionary definitions are not the full story
Most theorists indicate that working for the public good is a characteristic of a profession.
…an occupation with a crucial social function, requiring a high degree of skill and drawing on a systematic body of knowledge.
A number of theorists saw a profession as an organisation whose members satisfied specific and measurable criteria
…professionalism is not some social-scientific absolute, but a historically changing and socially constructed concept-in-use
Can we measure something that lacks a fixed meaning?
Professionalism – strategies and rhetoric employed by members of an occupation to improve status, salary and conditions, and…
Professionality – knowledge, skills and procedures employed by teachers in the process of teaching.
Suggested 2 forms of professionality…
…restricted and extended
The extended form of professionality which goes beyond classroom skills to a wider range of knowledge and skills is seen as important.
They identified three major problems in acquiring this wider range
Teachers tend to obtain job satisfaction from classroom activities, with relatively little interest in educational theory/research. Question of how far they can gain further satisfaction and feel comfortable in challenging situation of extended professionality.
Perception that extended professionality achieved at expense of effective restricted professionality – career orientation rather than expertise in teaching situation
Mastery of theoretical knowledge
Commitment to continuous learning
Capacity to solve problems
Ability to create knowledge as well as possess it
Enthusiasm and commitment to stakeholders
Applying theoretical knowledge to practice
The teaching profession suffers from a vicious circle of low status, lack of competitive resources, inability to control their own selection, training and qualification, divided and consequently ineffective organisation and a degree of state interference and control suffered by almost no other profession all leading to low bargaining power, low remuneration and low status.
Collins English Dictionary (7th Edition:2005) Harper Collins: Glasgow.
Holroyd, C. (2000) Are assessors professional? Active Learning in Higher Education, 1(1), 28-44.
Hoyle, E. (1974) ‘Professionality, professionalism and control in teaching’. London Educational Review,3 (2), Summer 1974, pp.13-19
Hoyle, E. & John, P, D. (1995) Professional Knowledge and Professional Practice, Cassell: London
Millerson, G. (1964) The qualifying associations: a study in professionalization, Routledge & KeganPaul: London.
Perkin, H. (1985) The Teaching Profession and the Game of Life. In P. Gordon (1985) Is Teaching a Profession? University of London, Institute of Education, 12–25.
Sockett, H. (1985) Towards a Professional Code in Teaching. In P. Gordon (1985) Is Teaching a Profession? University of London, Institute of Education, 26-43.
Warrior, R. (2002) Reflections of an Education Professional. Journal of Hospitality, Leisure, Sport and Tourism. (1):2, 57 – 63.