The historical development of teacher professionalism and its institutionalization

• Main Authors: Huang, Jia-Li, 黃嘉莉
• Other Authors: Yang, Shen-Kang
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/86667214828763904672

博士 === 國立臺灣師範大學 === 教育研究所 === 91 === This study attempts to expound the historical development of teacher professionalism and its institutionalization through documentary and theoretical analysis. After scrutinizing the historical development of teacher professionalism and its institutionalism, the analysis of exploring their growth and decline will be discussed. The findings of the study are summarized as follows: I. Practical dimension 1. Teacher professional institutions established by government will influence the development of teacher professionalism. 2. Teacher professional institutions have influenced the development of teacher professionalism because of the alternative way for responding social needs, 3. The mainstream of producing knowledge in higher education neglects the practical knowledge produced by daily-teaching teachers. 4.The approach of competence-based teacher education not only neglects the theoretical subjects of teacher professional knowledge but also enlarges the distance between theoretical subjects and practical teaching process. 5. Teacher certificates have to examine through the accreditation of teacher education, the practice of teacher education, and the teacher examination. II. Social and cultural dimension 1. Throughout the development of professional sociology, there are different meanings and functions of teacher professionalism. 2. Teacher professionalism has its values of promoting innovations. 3. When reviewing the history of teacher professional institutions, we find that the final outcomes after being re-institutionalized are often different from the original aims of teacher professionalism. 4. Because the government control and decide the meanings and values of educational policies alone, teacher professional institutions are thus often changed with the trends of educational policies. This obviously neglects the wholeness and consistency of teacher professional institutions. 5. The issues of teacher professional institutions belong to public area; there leaves no space for teacher professionalism. 6. Because it is hard to have exclusive knowledge, the practices of teacher professionalism are controlled by politics. 7. Owing to the institutional embeddedness of teachers’ technicality and untrustworthiness, teacher professional institutions are emphasized to manage teachers. 8. As the impacts of political, economic, social, and cultural factors, teacher professional institutions haven’t developed their special practical cultures of teacher professionalism. Based on the above-mentioned findings, the suggestions are proposed for the teacher professional institutions in R. O. C.