Re-professionalizing teaching: the new professionalism in the United States

This article examines the re-professionalization of teaching across a transformative decade of market-based and standards-based reforms in the U.S.A. The first section works with the sociological concept of the 'new professionalism' to situate the No Child Left Behind act, Race to the Top,...

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Bibliographic Details
Published inCritical studies in education Vol. 62; no. 4; pp. 519 - 536
Main Authors Brass, Jory, Holloway, Jessica
Format Journal Article
LanguageEnglish
Published Melbourne Routledge 08.08.2021
Taylor & Francis Ltd
Subjects
Accountability
Accreditation (Institutions)
Alignment (Education)
Commercialization
education policy
Education reform
Educational Change
Educational Legislation
Educational Policy
Federal Aid
Federal Legislation
Federal Programs
Middle School Teachers
New professionalism
No Child Left Behind Act 2001-US
organizational professionalism
Performance Based Assessment
Performance management
Professional Identity
Professionalism
Teacher Education Programs
Teacher Evaluation
teacher professionalism
Teachers
Teaching
Value Added Models
Values
Arizona
Michigan
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Summary:This article examines the re-professionalization of teaching across a transformative decade of market-based and standards-based reforms in the U.S.A. The first section works with the sociological concept of the 'new professionalism' to situate the No Child Left Behind act, Race to the Top, and CAEP accreditation within a broader movement to align the professions with the commercial and managerial values of the private sector. The next section compares teacher interviews conducted at the onset of NCLB with interviews conducted at the height of Race to the Top to highlight how the ongoing shift from 'occupational' to 'organizational' governance of teaching can change how teachers think about and fashion themselves as teachers. This policy analysis and qualitative analysis aims to help the education field recognize, situate and interrupt education reforms that govern teaching and teacher education through standardization, commercialization and outcomes-based performance management.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1750-8487
1750-8495
DOI:10.1080/17508487.2019.1579743