How Teachers View Their Own Professional Status: A Snapshot

Autor/inn/en	García, Emma; Weiss, Elaine
Titel	How Teachers View Their Own Professional Status: A Snapshot
Quelle	In: Phi Delta Kappan, 101 (2020) 6, S.14-18 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721720909581
Schlagwörter	Teacher Attitudes; Teacher Certification; Elementary Secondary Education; Teacher Education Programs; Faculty Development; Professionalism; Public Opinion; Work Environment; Teacher Salaries; Professional Identity + Suchen Sie Ihr Suchwort? Lehrerverhalten; Professionalität; Öffentliche Meinung; Arbeitsmilieu; Lehrerbesoldung; Lehrervergütung
Abstract	The question of whether teaching is a profession, with all the status and responsibilities that entails, is not as settled as some believe. Emma García and Elaine Weiss look at the requirements and characteristics of a profession and examine data from teachers and find that teaching, as currently experienced by teachers, does not measure up to the traits of a profession, though it would merit the status. Although teaching has credentialing requirements, many teachers lack the credentials associated with effectiveness. In addition, teachers do not receive the professional support needed to grow professionally, and they lack the societal respect and influence other professions enjoy. Teachers also receive lower pay than their peers, and many experience emotionally and physically damaging work environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01