Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, Gary; Cohen, Michael I. |
|---|---|
| Titel | Redesigning the Identities of Teachers and Leaders: A Framework for Studying New Professionalism and Educator Resistance |
| Quelle | In: Education Policy Analysis Archives, 23 (2015) 85, (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1068 2341 |
| Schlagwörter | Public Education; Educational Change; Commercialization; Professional Identity; Professionalism; Resistance to Change; Neoliberalism; Educational Policy; Teachers; Administrators; Governance; Advocacy |
| Abstract | Market-based reforms of public education do more than shape policy and curriculum; they also influence educators' understanding of themselves as professionals, driving at the very core of what it means to be a teacher or leader. This article explores the effects of neoliberal policies and New Public Management practices on teachers and principals and the ways they result in a "new professionalism." The authors provide a framework for studying how these new policies and practices might be resisted, as well as a description of characteristics of the new professional and what professionalism might look like if it were grounded in community and advocacy. (As Provided). |
| Anmerkungen | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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