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Teachers and the Teaching Profession: Autonomy, Regulation and Expertise

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Abstract

The relationship between expertise and understandings of teacher professionalism is considered. The balance between the autonomy and regulation of both teachers and the teaching profession is discussed. Consideration is then given to how different constructions of teacher professionalism may impede or foster teacher expertise. Two binaries are examined: ‘old’ and ‘new’ professionalism and ‘occupational’ and organisational’ professionalism alongside recent calls for reprofessionalisation. The role of teacher organisations, specifically teacher unions and professional councils is discussed. Both types of organisations are positioned as the ‘voice of the profession’ and potentially contribute to teacher development and the recognition of teacher expertise.

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Authors and Affiliations

  1. School of Education, University of Glasgow, Glasgow, UK

    Christine Forde & Margery McMahon

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  1. Christine Forde
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  2. Margery McMahon
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Correspondence to Christine Forde .

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Forde, C., McMahon, M. (2019). Teachers and the Teaching Profession: Autonomy, Regulation and Expertise. In: Teacher Quality, Professional Learning and Policy. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-53654-9_3

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  • DOI: https://doi.org/10.1057/978-1-137-53654-9_3

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-53653-2

  • Online ISBN: 978-1-137-53654-9

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