EARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: EARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
EARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
EARLY CHILDHOOD EDUCATION AND PROFESSIONALISM:A COMPARATIVESTUDY OF EARLY CHILDHOOD EDUCATORS’ PERSPECTIVES IN ENGLAND AND GREECEEVANTHIA SYNODICHAPTE EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMER 1Historical Overview of the Sociological Approaches to ProfessionalismBeing a professional is a status much aspired and teachers in many countries, including England but not Greece, have claimed to be professionals. As explained in the Introduction, the focus of this study is on professionalism i EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMn the early years, which entails defining the concept of a profession. Historically the notion of professionalism was first analysed by sociologists.EARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
In this chapter therefore a review of the approaches to professions will be undertaken because much of the literature on teaching as a profession is bEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM:A COMPARATIVESTUDY OF EARLY CHILDHOOD EDUCATORS’ PERSPECTIVES IN ENGLAND AND GREECEEVANTHIA SYNODICHAPTE EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMroach to professionalism. The first three approaches offer a variety of occupational features defining professionalism. The drawback of these approaches is that they place teaching in a position of being either a profession or not, without explaining why they use this dichotomy.That is why this chap EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMter is concerned with two topics. First of all, with the description of the features of a profession on which there has been consensus among the socioEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
logists of all approaches. Johnson’s work (1972) seems to be inclusive of all features and for this reason it will be analysed here. The second issue EARLY CHILDHOOD EDUCATION AND PROFESSIONALISM:A COMPARATIVESTUDY OF EARLY CHILDHOOD EDUCATORS’ PERSPECTIVES IN ENGLAND AND GREECEEVANTHIA SYNODICHAPTE EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMbility for the purpose of this study will be shown.Types of Control over WorkplacesJohnson views professionalism as one of the institutionalised types of the workers’ control over their occupation (Johnson, 1972). The main factors this approach is concerned with are the producer (professional), the EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMconsumer (client) and the state. Johnson identified the following orders of control:1COLLEGIATE CONTROL, expressed through autonomous professional assEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
ocia- lions. In such a case, professionals define the consumer’s needs and the means to cater for these needs. Sub-types of collegiate control are proEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM:A COMPARATIVESTUDY OF EARLY CHILDHOOD EDUCATORS’ PERSPECTIVES IN ENGLAND AND GREECEEVANTHIA SYNODICHAPTE EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMonal finds the means or manner to meet the consumers’ needs. Control can either be oligarchic, when it refers to the needs of the aristocrats or corporate, when it refers to the needs of the community or any consumerist organisation.3.MEDIATIVE TYPE OF CONTROL, which presupposes a third party, the s EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMtate, mediating between the consumer and the producer.Collegiate ControlLike Johnson, Caplow (1954), Millerson (1964) and Larson (1977) have argued thEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
at there here were certain conditions under which professionalism took roots and developed. First, there should be an effective demand for particular EARLY CHILDHOOD EDUCATION AND PROFESSIONALISM:A COMPARATIVESTUDY OF EARLY CHILDHOOD EDUCATORS’ PERSPECTIVES IN ENGLAND AND GREECEEVANTHIA SYNODICHAPTE EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMthe professionals should be a homogeneous community, with common outlook and interests. To achieve homogene- ity, recruitment from similar backgrounds and a low degree of specialisation within the occupation were necessary, as high specialisation was considered disruptive. A professional group could EARLY CHILDHOOD EDUCATION AND PROFESSIONALISM exploit such a consumer group and extent their authority to broadly control their practice. This control over practice was evident in the norm of solEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
o practice, that is an impersonal one-to-one relationship with clients (see also Parsons, 1954).The significance of professional associations with speEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM:A COMPARATIVESTUDY OF EARLY CHILDHOOD EDUCATORS’ PERSPECTIVES IN ENGLAND AND GREECEEVANTHIA SYNODICHAPTE EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMiformity among practitioners. The associations demanded auni-portal system of entry to the profession in order to ensure that shared identity of the professionals (see also Millerson, 1964). Uniformity was also maintained by assigning duties of a registering body to the association. The uniformity o EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMf professionals referred to both occupational and non-occupational behaviour (see also Caplow, 1954; Wilensky, 1962, 1964; Barber, 1963; Flexner and GEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
oode, 1969; Moore, 1970). The occupational norms were acquired after lengthy periods of training, which were characterised by close supervision withinEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM:A COMPARATIVESTUDY OF EARLY CHILDHOOD EDUCATORS’ PERSPECTIVES IN ENGLAND AND GREECEEVANTHIA SYNODICHAPTE EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMaplow, 1954; Millerson, 1964; Flexner and Goode, 1969; Moore, 1970; Starr, 1982). Uniformnon-occupational behaviour was provided by the referral systems or the contact networks. This system aimed at avoiding isolation among professionals (Johnson, 1972) by demanding a 'standard of conduct’ outside t EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMhe service. The community of professionals generatedrole-definitions and standards, which were maintained with the assistance of a code of ethics, autEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
onomous disciplinary procedures and effective sanction mechanisms also generated by the community of the profession- als (see also Caplow, 1954; GreenEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM:A COMPARATIVESTUDY OF EARLY CHILDHOOD EDUCATORS’ PERSPECTIVES IN ENGLAND AND GREECEEVANTHIA SYNODICHAPTE EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMuring, the myth of equal competence was woven. This encouraged the public’s trust in a system where the members of a community judged the competence of one another. In all issues related to the service, the occupational community was believed to be wiser and to have an ethical sense of responsibilit EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMy (see also Parsons, 1954; Barber, 1963; Freidson, 1970; Moore, 1970; Roth, 1974; Starr, 1982). Ritualistic elements, legends, symbols, stereotypes weEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
re also utilised to formulate a positive public attitude to the profession. The professionals stressed the need for occupational and individualindepenEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM:A COMPARATIVESTUDY OF EARLY CHILDHOOD EDUCATORS’ PERSPECTIVES IN ENGLAND AND GREECEEVANTHIA SYNODICHAPTE EARLY CHILDHOOD EDUCATION AND PROFESSIONALISM, 1982; Wilding, 1982). Jargon was employed to keep outsiders out and to provide autonomy for the occupation.Johnson viewed the proliferation of professional grades as a possible consequence of the increase in specialisation. However, the generalists were sufficiently powerful to maintain control of EARLY CHILDHOOD EDUCATION AND PROFESSIONALISM the professional-client relationship. They accomplished that by establishing the notion that the lower the technical content in an occupation was theEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
highest its status (see also Berlant, 1975; Wilding, 1982).PatronagePatronage arose when the dominant demand for professional sendees came from a smaEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM:A COMPARATIVESTUDY OF EARLY CHILDHOOD EDUCATORS’ PERSPECTIVES IN ENGLAND AND GREECEEVANTHIA SYNODICHAPTE EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMlves with their employers rather than with the professional community of their colleagues.While Johnson discussed this issue in detail, most sociologists moved on to analyse how this type of control was utilised by the state and expanded into mediation.MediationWhen the state attempts to remove eith EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMer from the producer or from the consumer the authority to determine (he content of practice in order to minimise the scope of exploitation on both paEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
rts, then the control over the occupation is called state mediation. States attempted to extend services (0 consumers on the basis of (heir citizenshiEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM:A COMPARATIVESTUDY OF EARLY CHILDHOOD EDUCATORS’ PERSPECTIVES IN ENGLAND AND GREECEEVANTHIA SYNODICHAPTE EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMy served its needs as well as ensured a flow of services in the name of the public good. The state itself became in effect the employer of all practitioners who, therefore, had a statutory obligation to provide a given sendee and the agency became the product of patronage. This caused diffusion, whi EARLY CHILDHOOD EDUCATION AND PROFESSIONALISMch meant (hat it was difficult to determine priorities and professional responsibilities (see also Lewis and Maude, 1952). Therefore, to ensure that tEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
he public received quality service, the provision of that service was supervised. Efficiency became a major yardstick in determining which form of orgEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM:A COMPARATIVESTUDY OF EARLY CHILDHOOD EDUCATORS’ PERSPECTIVES IN ENGLAND AND GREECEEVANTHIA SYNODICHAPTE EARLY CHILDHOOD EDUCATION AND PROFESSIONALISM; Blau and Meyer, 1987).One of the consequences of such intervention was (he lack of any referral system, which used to provide contact among colleagues in professionalism. That reduced professional associations to occupational pressure groups, which lost the power to prescribe practice. The purpose EARLY CHILDHOOD EDUCATION AND PROFESSIONALISM of professional associations came to be the improvement of pay and conditions. The influence of professionals fluctuated, depending on the degree toEARLY CHILDHOOD EDUCATION AND PROFESSIONALISM
which the state was involved in determining (he manner in which the services would be carried out.Another consequence was the undermining of the profeGọi ngay
Chat zalo
Facebook