Challenges to the Professionalism of Teachers: When Will the System Trust Teachers and the Work That They Do?

• In Event: International Perspectives on Teacher Identity

Abstract

Teachers’ work lives typically are shaped by factors external to their school context; this is most often seen when new curricula are introduced at the system level and teachers are required to implement them. This paper reports data from three studies that, in part, examined aspects of consultation with, and support for, teachers during development and implementation of two major curriculum initiatives. Teachers’ perspectives were gathered via case studies, teacher diaries, closed and open-ended survey items, and interviews. Key findings centre on professionalism, support, communication, consultation and professional roles of the teacher union. The significance of these three studies is that baseline data were established and expanded with subsequent data gathering and analysis one decade later.

Authors

• Jeff Garsed, Australian Education Union

• Christine Gardner, University of Tasmania

• John C. Williamson, University of Tasmania

• Maurice J. Galton, University of Cambridge