Paradoxes of Professionalism: A Critical Discourse Analysis of Policy Recommendations to Attract Quality Teachers

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Issues in Teachers Work: Teaching, Curriculum, and Activism

Abstract

In the context of emerging societal challenges in the 21st century, quality education and, particularly, teacher professionalism have a crucial role to play in the global response. However, many national governments are faced with growing teacher recruitment and retention crises. To improve the attractiveness of the teaching profession, international organizations have proposed a range of recommendations. Adopting Critical Discourse Analysis as a methodology, this paper analyses the policy discourses on attractiveness to understand their implications for teacher professionalism. It is noted that discourses are predominantly embedded within an ideology of professionalism focused on professional knowledge, status and control. This contrasts starkly with research that suggests teacher candidates' are initially attracted to the more social components of the teacher role.

Author

• Alison Milner, Aalborg University