Competing notions of teacher professionalism
department or school: Education, Faculty of
department or school: Educational Studies (EDST), Department of
data provider: DSpace
degree campus: UBCV
creator: Wyper, Dan
issued: 2014-01-03T17:58:20Z
issued: 2013
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: While public school teachers in British Columbia are almost universally referred to as professionals, the meaning of teacher professionalism is not easily established nor widely agreed upon. In this study, I will argue that this lack of consensus is a major factor contributing to the ongoing political struggle over the control of public education in this province. To that end, I have attempted to develop an understanding of teacher professionalism and the differing and often competing ways in which it is conceptualized by various stakeholders in British Columbia’s public education system. Using a conceptual framework based on the academic literature addressing professionalism in general and teacher professionalism more specifically, this study will critically analyze the perspectives of these stakeholders on multiple dimensions of teacher professionalism such as teacher autonomy and teacher regulation. Using case study methodology and critical discourse analysis, I address the following questions: (1) what discourses are competing in framing the central issues that define the current debate around teacher professionalism?, and (2) how do different stakeholders in the public education system in British Columbia use a particular discourse to frame central issues in the debate surrounding teacher professionalism, and for what reasons?
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/45724
note: COMPETING NOTIONS OF TEACHER PROFESSIONALISM by Dan Wyper A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF ARTS in The Faculty of Graduate and Postdoctoral Studies (Educational Administration and Leadership) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December, 2013 ? Dan Wyper, 2013 ii Abstract While public school teachers in British Columbia are almost universally referred to as professionals, the meaning of teacher professionalism is not easily established nor widely agreed upon. In this study, I will argue that this lack of consensus is a major factor contributing to the ongoing political struggle over the control of public education in this province. To that end, I have attempted to develop an understanding of teacher professionalism and the differing and often competing ways in which it is conceptualized by various stakeholders in British Columbia?s public education system. Using a conceptual framework based on the academic literature addressing professionalism in general and teacher professionalism more specifically, this study will critically analyze the perspectives of these stakeholders on multiple dimensions of teacher professionalism such as teacher autonomy and teacher regulation. Using case study methodology and critical discourse analysis, I address the following questions: (1) what discourses are competing in framing the central issues that define the current debate around teacher professionalism?, and (2) how do different stakeholders in the public education system in British Columbia use a particular discourse to frame central issues in the debate surrounding teacher professionalism, and for what reasons? iii Preface This paper represents original and independent work done by the author, Dan Wyper. iv Table of Contents Abstract ........................................................................................................................................... ii Preface...............................…
has type: Thesis/Dissertation
date issued: 2014-05
is shown at: 10.14288/1.0102464
language: eng
degree discipline: Educational Administration and Leadership
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/45724