Abstract
The educational literature of the last several years is replete with both continuing calls for educational “excellence” reforms and for enhancing and upgrading the teaching “profession.” Importantly, both types of calls rely on the contribution of science. The educational research-and-development community continues to push for and believe in the notion that educational innovation is based on scientific advances in understanding child development and school functioning. Similarly, many teachers and teacher educators continually call for increased classroom autonomy and social status among teachers, based upon the supposedly scientific nature of their professional training. This paper takes issue with both of these points, arguing that the origin and success of most educationally innovative policies have as their origin the changing political, economic, and social forces visible in the country during the history of American education. Relatedly, since the science of teaching and learning takes a back seat in issues of school policy, teachers cannot and will not be able to convince the public and those in authority in the school that their insights and practices derive from any privileged understanding of the “real” needs of children. Arguing that teachers should, in fact, have more input into policy decisions in education, the paper concludes with a review and discussion of various strategies currently visible for improving the autonomy and control of classroom educators.
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DeYoung, A.J. Educational “excellence” versus teacher “professionalism”: Towards some conceptual clarity. Urban Rev 18, 71–84 (1986). https://doi.org/10.1007/BF01112124
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DOI: https://doi.org/10.1007/BF01112124