A comparative analysis of primary teacher professionalism in England and Finland

Author: Webb Rosemary   Vulliamy Graham   Hämäläinen Seppo   Sarja Anneli   Kimonen Eija   Nevalainen Raimo  

Publisher: Routledge Ltd

ISSN: 1360-0486

Source: Comparative Education, Vol.40, Iss.1, 2004-02, pp. : 83-107

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Policy-makers' conceptions of teacher professionalism currently differ markedly in England and Finland. In England they are shaped by agendas associated with the drive to raise standards and 'commercialized professionalism' whilst in Finland they are influenced by notions of 'teacher empowerment'. This article analyses findings on the theme of teacher professionalism derived from re-interviewing a sample of English and Finnish teachers in 2001 as a follow-up to earlier ethnographic research in six schools in each country during 1994-1996. Issues of professionalism are addressed through three broad themes: the impact of curriculum and pedagogical reforms; working together to implement these reforms; and accountability and control. It is argued that in each country teachers' conceptions of their professionalism were undergoing reconstruction. These conceptions were shaped by past and present ideology, policy and practice and displayed multiple and situational dimensions.

Related content