Cultural professionalism : a comparative study of teacher professionalism in England and France
Cultural professionalism : a comparative study of teacher professionalism in England and France
This thesis examines the notion of teacher professionalism in one area of 16-19 education in England and France. A new theoretical model termed 'cultural professionalism' is constructed to account for the contextual specificity which governs the notion.
This model conceives of professionalism as a relational concept which is constructed between the state, institutions and individuals and argues that this comparative study avoids the pitfalls of ethnocentricity apparent in previous studies. This cross-national perspective focuses on the four strands of linguistic significance, cultural history, inculcation and reproduction of the professional ideal in France and England.
The study is theoretical in balance and uses three levels of analysis set within an original framework of variables which are used to map the field of sixth form education in each culture. It is argued that the variables which define and govern the field are: role; training; control; autonomy; organisation; unionism. These variables are set within an equation which defines their relationship and accounts for professional practice.
An illustrative account is presented to demonstrate the theoretical scope of cultural professionalism. This account reveals the dynamism of cultural professionalism and identifies new configurations of professionalism: the internal dynamic which leads to a cellular network of professionalism in England is contrasted with an external dynamic in France which leads to a webbed network of professionalism. The study concludes by examining other potential avenues for using this theoretical approach.
University of Southampton
Ceiriog-Hughes, David Jeremy
1997
Ceiriog-Hughes, David Jeremy
Ceiriog-Hughes, David Jeremy
(1997)
Cultural professionalism : a comparative study of teacher professionalism in England and France.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
This thesis examines the notion of teacher professionalism in one area of 16-19 education in England and France. A new theoretical model termed 'cultural professionalism' is constructed to account for the contextual specificity which governs the notion.
This model conceives of professionalism as a relational concept which is constructed between the state, institutions and individuals and argues that this comparative study avoids the pitfalls of ethnocentricity apparent in previous studies. This cross-national perspective focuses on the four strands of linguistic significance, cultural history, inculcation and reproduction of the professional ideal in France and England.
The study is theoretical in balance and uses three levels of analysis set within an original framework of variables which are used to map the field of sixth form education in each culture. It is argued that the variables which define and govern the field are: role; training; control; autonomy; organisation; unionism. These variables are set within an equation which defines their relationship and accounts for professional practice.
An illustrative account is presented to demonstrate the theoretical scope of cultural professionalism. This account reveals the dynamism of cultural professionalism and identifies new configurations of professionalism: the internal dynamic which leads to a cellular network of professionalism in England is contrasted with an external dynamic in France which leads to a webbed network of professionalism. The study concludes by examining other potential avenues for using this theoretical approach.
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Published date: 1997
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Local EPrints ID: 460220
URI: http://eprints.soton.ac.uk/id/eprint/460220
PURE UUID: ab481c87-b754-4fc6-8976-378a9701d820
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Date deposited: 04 Jul 2022 18:13
Last modified: 04 Jul 2022 18:13
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Author:
David Jeremy Ceiriog-Hughes
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