Wellington, NZ: New Zealand Ministry of Education.Ĭunningham, M. Teacher Status Project: Stage 1: identifying teacher status, its impact, and recent teacher status initiatives. A feminised profession: women in the teaching profession. How the world's best performing systems come out on top. This process is experimental and the keywords may be updated as the learning algorithm improves.īanks, O. These keywords were added by machine and not by the authors. In this chapter we shall explore these matters further, beginning with definitions of status and prestige, moving on to consider the current status of teachers, the hypothetical determinants of teachers' status, the impact of various policies and, finally, the consequences of the status of teaching for the profession. Unfortunately, Hoyle (2001), noting the British Labour government's determination to raise the image, morale and status of teachers sees this vital relationship with children as ‘an intractable barrier’ to improved prestige for teachers. Fortunately, as Lortie (1975) pointed out, teachers tend to seek the ‘psychic’ rewards - the desire to give children a good start in life and the pleasure of seeing them learn - rather than material rewards for their work. One might expect that such important work would enjoy high status and considerable respect and reward within any society, but as we shall see this is not always the case: while teachers in some countries enjoy high salaries and comfortable working conditions, elsewhere they may have to do two jobs in order to survive, or they may not have been paid for months. Teachers are entrusted with the task of ensuring children's intellectual growth and preparing each new generation to meet the challenge of the future.
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