Education, Professionalism and the Quest for Accountability
Education, Professionalism and the Quest for Accountability

Author: Jane Green

Publisher: Routledge

Published: 2011-05-20

Total Pages: 280

ISBN-13: 1136837213

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Today, workers based in institutions designed to serve the public – teachers, nurses, social workers, community officers, librarians, civil servants, etc – are expected to reorganize their thoughts and practice in accordance with a 'performance' management model of accountability which encourages a rigid bureaucracy, one which translates regulation and monitoring procedures into inflexible and obligatory compliance. This book shows how and why this performance model may be expected, paradoxically, to make practices less accountable – and, in the case of education, less educative.

Education, Professionalism, and the Quest for Accountability
Education, Professionalism, and the Quest for Accountability

Author: Jane Green

Publisher: Routledge

Published: 2011-05-20

Total Pages: 387

ISBN-13: 1136837205

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This book focuses on education and its relation to professional accountability as viewed from two different, but not unrelated, perspectives. First, the book is about the work of professionals in schools and colleges (teachers, head teachers, leaders, principals, directors and educational managers, etc.) and the detrimental effects which our present system of accountability – and the managerialism which this system creates – have had on education, its practice, its organization, its conduct and its content. It is also about the professional education (the occupational/professional formation and development) of practitioners in communities other than educational ones and how they, too, contend with the effects of this system on their practices. These different perspectives represent two sides of the same problem: that whatever one’s métier – whether a teacher, nurse, social worker, community officer, librarian, civil servant, etc – all who now work in institutions designed to serve the public are expected to reorganize their thoughts and practice in accordance with a "performance" management model of accountability which encourages a rigid bureaucracy, one which translates regulation and monitoring procedures, guidelines and advice into inflexible and obligatory compliance. A careful scrutiny of the underlying rationale of this "managerial" model shows how and why it may be expected, paradoxically, to make practices less accountable – and, in the case of education, less educative.

Educating the Deliberate Professional
Educating the Deliberate Professional

Author: Franziska Trede

Publisher: Springer

Published: 2016-06-21

Total Pages: 235

ISBN-13: 3319329588

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This book takes a fresh look at professional practice and professional education. In times of increased managerialism of academic teaching and a focus on graduate learning outcomes, it discusses possibilities to teach and learn otherwise. A deliberate professional is someone who consciously, thoughtfully and courageously makes choices about how to act and be in the practice world. A pedagogy of deliberateness is introduced that focuses on developing the following four characteristics of professionals: (1) deliberating on the complexity of practice and workplace cultures and environments; (2) understanding what is probable, possible and impossible in relation to existing and changing practices; (3) taking a deliberate stance in positioning oneself in practice as well as in making technical decisions; and (4) being aware of and responsible for the consequences of actions taken or actions not taken in relation to the ‘doing’, ‘saying’, ‘knowing’ and ‘relating’ in practice. Educating the deliberate professional is a comprehensive volume that carves out and explores a framework for a pedagogy of deliberateness that goes beyond educating reflective and deliberative practitioners. As a whole, this book argues for the importance of educating deliberate professionals, because, in the current higher education climate, there is a need to reconcile critique (thinking), participation (doing) and moral responsibility (relating to others) in professional practice and professional education.

International Handbook of Research in Professional and Practice-based Learning
International Handbook of Research in Professional and Practice-based Learning

Author: Stephen Billett

Publisher: Springer

Published: 2014-07-15

Total Pages: 1378

ISBN-13: 9401789029

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The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed. The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.

The Quest for Professionalism
The Quest for Professionalism

Author: Georges Romme

Publisher: Oxford University Press

Published: 2016

Total Pages: 275

ISBN-13: 0198737734

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Early pioneers in management thinking, such as Henri Fayol and Peter Drucker, conceived of management as a science-based professional activity that serves the greater good. Today, however, many organizations are managed by people demonstrating anything but professionalism, resulting in mismanagement of risks as well as a one-dimensional focus on short-term results. The key thesis in this book is that The Quest for Professionalism must be revitalized because the societal costs and damage caused by managerial amateurism are huge. The book is about how to address this grand challenge, for example by exploring whether and how a shared professional purpose, and a professional body of knowledge, can be developed. While most work in this area has previously focused on management education, The Quest for Professionalism adopts an inside-out approach, implying management scholarship is the driving force behind any intrinsic transformation of the profession at large. Without management scholars playing an active role in advancing 'science-based professionalism, ' in the mould of engineering and medicine, any attempt to professionalize management practice is doomed to fail. Moreover, Georges Romme demonstrates the professionalization quest has to move away from the idea of management being confined to a few people at the top toward management as a technology for distributing power and leadership throughout the organization

Unmasking School Leadership
Unmasking School Leadership

Author: Ciaran Sugrue

Publisher: Springer

Published: 2014-10-06

Total Pages: 318

ISBN-13: 9401794332

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This book is a longitudinal life history of the lives and work of primary school principals in Ireland. It provides a unique opportunity to peer inside the realities of leading schools in changing times. In a system that until recently did not prepare principals for the onerous roles and responsibilities, a small system with limited mobility, inter-personal relationships emerge as critical, frequently privileged over professional relationships. Consequently, principals struggle to bring about change, to build trust in order to cultivate a transformative leadership agenda, while several aspects of systemic structures and processes emerge as constraints on leadership capacity building. In the absence of comprehensive leadership portfolio development, classroom teachers, catapulted into the principal’s office, tend to be cautious and careful in ways that tend to perpetuate the status quo while putting a premium on the exercise of soft power and an over-reliance on the good will of colleagues. Several of the ‘leadership lessons’ that emerge from this in-depth analysis concur with an increasing international consensus that due to complexity and increasingly performative policy demands, learning about leadership for all is an absolute necessity. However, care must be taken to avoid overly scripted programmes. Critical to the cultivation of a professionally responsible leadership disposition, rather than capitulation to ‘technologies of control,’ is professional renewal cultivated through adequate attention to the Zone of Proximal Distance.

Teacher Education through Active Engagement
Teacher Education through Active Engagement

Author: Lori Beckett

Publisher: Routledge

Published: 2013-12-04

Total Pages: 227

ISBN-13: 1136762485

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Teacher Education through Active Engagement identifies and addresses a contemporary issue: the ways in which teaching and teacher education are articulated by politicians, civil servants, business leaders and educational entrepreneurs intent on profit-making in the current global neoliberal policy context. This is often characterised by narrow and ill-conceived ideas about teacher characteristics and competences; recruiting and fast-tracking graduates from elsewhere into the profession; the reform of teacher training with less emphasis on theory and academic study; a narrow focus on teachers’ core skills; and the promotion of training in model ‘teaching schools’. In this book contributors challenge this conceptualisation and demonstrate practitioners’ necessary intellectual activity to wrest back professional control. By drawing on practice-focused research carried out in sites of educational policy and practice, each chapter exemplifies for teachers, student teachers and teacher educators the sort of ‘knowledge work’ to coordinate a professional reply to non-educationalists who dictate the terms of teaching and teacher education. The book provides directions for encouraging critical thinking, analytical skills and political activism, which consider the needs and interests of diverse children and young people in real classrooms, real schools and real communities. Illustrated throughout with practice-focused research and drawing on the historical case of Winifred Mercier and her colleagues at the City of Leeds training college who challenged the establishment to leave a legacy of professional control, the book will appeal to practitioners, academics and researchers in the fields of teacher education and education studies.

Professionalism
Professionalism

Author: Alan Cribb

Publisher: John Wiley & Sons

Published: 2015-06-09

Total Pages: 120

ISBN-13: 0745690432

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Professionalism is a complex and highly disputed idea of crucial importance in a range of fields, not least health and social care. It can inspire people by reminding them of workplace ideals and the value of occupational expertise. But it can also feel threatening and de-motivating; for example, if it is used to demand ever more from people working in very challenging circumstances. The language of professionalism can evoke a special relationship of trust between service users and practitioners. But it can also suggest a social distance between two classes of people; high status professionals and their lower status 'non-professional' clients. This book is an original and accessible guide to these ambiguities and complexities. Cribb and Gewirtz clarify the nature of professionalism and explain and defend its importance, providing an understanding of, and an analytical engagement with, both idealistic and critical perspectives. In addition, the authors assess the implications of contemporary policy trends for professional work, showing how they may be radically altering our understanding of the 'good' professional. This inviting and reflective study draws upon examples and case studies and weaves in a range of relevant theoretical concepts and perspectives. Written in a style that encourages and supports further reflection on this complex topic, Professionalism is the only book of its kind for practitioners, researchers and students in health and social care.

Teacher Education Landscapes in India
Teacher Education Landscapes in India

Author: Pranati Panda

Publisher: Taylor & Francis

Published: 2024-09-18

Total Pages: 310

ISBN-13: 1040046886

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This book examines the unexplored dimensions in the teacher education sector in India. It engages with critical concerns and attempts to provide a comprehensive and holistic perspective on how governance and quality management are conceptualised, debated, developed, and implemented in the teacher education sector in India. Drawing arguments from research and contributions of academicians, the book explores four central themes of teacher education, namely, governance and management in teacher education, management of pre-service teacher education, quality management in teacher education, and financing and political economy of teacher education. It focuses on the current operational model, situational efficiency, and provides a comprehensive analysis of the various reforms and initiatives taken at theoretical and practical levels for the transformation of teacher education. Presenting a focused overview of the critical dimensions of teacher education, and rich in empirical evidence, this book will be of interest to students, researchers, and teachers of education, sociology of education, urban education, politics of education, and educational studies. It will also be useful for teachers, teacher educators, academicians, scholars, and policymakers in the education sector.

Psychology, Emotion and Intuition in Work Relationships
Psychology, Emotion and Intuition in Work Relationships

Author: Henry Brown

Publisher: Routledge

Published: 2018-03-05

Total Pages: 427

ISBN-13: 135140010X

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Psychology, Emotion and Intuition in Work Relationships: The Head, Heart and Gut Professional highlights the increasing importance of human relations in professional life. In modern society, all those who work with or provide services to others are increasingly called upon to be not just technical experts, but also ‘head, heart and gut professionals’ – who can work and relate to others with their head, heart, and gut. The book explains and synthesises these elements in an accessible way, based on a sound theoretical perspective combined with practical guidance. The authors address how to manage client expectations; how to deal with risk, uncertainty and imperfection, as well as how to improve communication and interpersonal skills. Attention is also given to the central role of empathy and rapport in professional relationships, while recognising the need for proper professional boundaries. Psychology, Emotion and Intuition in Work Relationships will be a valuable guide for all modern practising and training professionals in a broad range of fields, including mental health, law, social and healthcare, teaching and academia, technology, financial and other services – indeed, for anyone who provides services and has working relationships of any kind.