Literaturnachweis - Detailanzeige
| Autor/in | Preece, Mary |
|---|---|
| Titel | The Professional Status of Community College Teachers. |
| Quelle | (1990), (47 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; College Faculty; Community Colleges; Faculty College Relationship; Faculty Development; Prestige; Professional Associations; Professional Development; Professional Occupations; Professional Recognition; Standards; Teacher Effectiveness; Two Year Colleges |
| Abstract | Just as medical practitioners have professional associations to safeguard the public from poor doctoring, so too should the community college teaching profession be guided by a national association to oversee teachers' performance, especially given the tremendous role teachers play in an individual's development. Achieving the degree of professionalism reflected by the presence of such national associations would require the ascension of several levels of occupational professionalism. From the most simple to the most complex, these levels are: (1) occupation, where employment results in one's primary source of income; (2) commitment to calling, acceptance of the profession's standards, and identification with one's peers and the profession; (3) the identification of distinctly occupational interests; (4) a readily apparent body of knowledge; (5) service orientation that transcends personal concerns in the interest of the community; and (6) professional autonomy restrained only by responsibility. The community college teaching profession has not progressed beyond the first step. For teachers to obtain higher levels of professionalism would create more respect between faculty and administration; greater recognition in society; and clearer performance standards to which they could strive. A lack of professional identity and lack of a defined body of knowledge have most hindered this professional attainment. A three-stage model for planned change that could be applied to the professionalization of community college teaching involves creating the motivation for change, actually changing, and firmly maintaining the resulting attitudinal improvements. (GFW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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