Literaturnachweis - Detailanzeige
| Autor/in | Hendrikx, Wiljan |
|---|---|
| Titel | What We Should Do vs What We Do: Teachers' Professional Identity in a Context of Managerial Reform |
| Quelle | In: Educational Studies, 46 (2020) 5, S.607-623 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-5698 |
| DOI | 10.1080/03055698.2019.1620694 |
| Schlagwörter | Professional Identity; Teacher Attitudes; Educational Practices; Educational History; Secondary School Teachers; Ethics; Self Concept; Excellence in Education; Educational Change; Educational Administration; Teacher Role; Foreign Countries; Role Conflict; Netherlands |
| Abstract | Against a background of public management reform strengthening managerialism, this study examines the professional identity of secondary school teachers in the Netherlands. It uses the Good Work framework of "excellence," "ethics" and "engagement" to explore what teachers think they should do -- self-image -- versus what they do -- role. It finds that managerial reforms in secondary education enhance a discrepancy between these two sides of teachers' identity. The study discovers three strategies teachers employ to navigate the emerging tensions. These findings contribute to our understanding of how public management reform plays out in both teachers' beliefs and practices. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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