Post on 25-Feb-2016
description
Conceptions of
Professionalism and
Professionality
Andrew Wilson Hull College
To discuss
[It is] argued that professionalism is synonymous with quality and the current practices relating to maintaining and monitoring standards are issues of contentious debate.
Warrior (2002)
What is a profession and what is a professional?
What is your definition of profession and professional
What is your view?
Problem?Is your view evidence or opinion based?
Dictionary definitions
Profession
…an occupation requiring special training in the liberal arts or sciences, especially one of the three learned professions, law, theology, or medicine.
Dictionary definitions
Professional:
of, relating to, suitable for, or engaged in as a profession
engaging in an activity for gain or as a means of livelihood
extremely competent in a job
To what extent does your definition match the dictionary
ones?
Problem?Dictionary definitions are not the full story
Most theorists indicate that working for the public good is a characteristic of a profession.
Profession (Academic definition)
…an occupation with a crucial social function, requiring a high degree of skill and drawing on a systematic body of knowledge.
Sockett (1985:27)
Models of ProfessionalismA number of theorists saw a profession as an organisation whose members satisfied specific and measurable criteria
Millerson’s (1964) Model of Professionalism
• A skill based on theoretical knowledge
• Intellectual training and education
• The testing of competence
• Closure of the profession by restrictive organisation
• A code of conduct
• An altruistic service in the affairs of others
Problem?…professionalism is not some social-scientific absolute, but a historically changing and socially constructed concept-in-use
Holroyd (2000)
Can we measure something that lacks a fixed meaning?
Hoyle (1974) Hoyle & John (1995) Professionalism and Professionality
Professionalism – strategies and rhetoric employed by members of an occupation to improve status, salary and conditions, and…
Professionality – knowledge, skills and procedures employed by teachers in the process of teaching.
Hoyle (1974) Hoyle & John (1995) Professionalism and Professionality
Suggested 2 forms of professionality…
…restricted and extended
Restricted Professionality Extended Professionality
Skills derived from experience Skills derived from a mediation between experience and theory
Perspective limited to the immediate in time and place
Perspective embracing the broader social context of education
Workplace events perceived in isolation Workplace events perceived in relation to policies and goals
Introspective with regard to methods Methods compared with those of colleagues and with reports of practice
Value placed on autonomy Value placed on professional collaboration
Limited involvement in non immediate professional activities
High involvement in non immediate professional activities (eg networks, research, professional associations)
Infrequent reading of professional literature Regular reading of professional literature
Involvement in professional development limited and confined to practical courses
Involvement in professional development considerable and includes learning of theoretical nature
Work seen as an intuitive activity Work seen as a rational activity
Restricted Professionality Extended Professionality
Skills derived from experience Skills derived from a mediation between experience and theory
Perspective limited to the immediate in time and place
Perspective embracing the broader social context of education
Workplace events perceived in isolation Workplace events perceived in relation to policies and goals
Introspective with regard to methods Methods compared with those of colleagues and with reports of practice
Value placed on autonomy Value placed on professional collaboration
Limited involvement in non immediate professional activities
High involvement in non immediate professional activities (eg networks, research, professional associations)
Infrequent reading of professional literature Regular reading of professional literature
Involvement in professional development limited and confined to practical courses
Involvement in professional development considerable and includes learning of theoretical nature
Work seen as an intuitive activity Work seen as a rational activity
Restricted Professionality Extended Professionality
Skills derived from experience Skills derived from a mediation between experience and theory
Perspective limited to the immediate in time and place
Perspective embracing the broader social context of education
Workplace events perceived in isolation Workplace events perceived in relation to policies and goals
Introspective with regard to methods Methods compared with those of colleagues and with reports of practice
Value placed on autonomy Value placed on professional collaboration
Limited involvement in non immediate professional activities
High involvement in non immediate professional activities (eg networks, research, professional associations)
Infrequent reading of professional literature Regular reading of professional literature
Involvement in professional development limited and confined to practical courses
Involvement in professional development considerable and includes learning of theoretical nature
Work seen as an intuitive activity Work seen as a rational activity
Restricted Professionality Extended Professionality
Skills derived from experience Skills derived from a mediation between experience and theory
Perspective limited to the immediate in time and place
Perspective embracing the broader social context of education
Workplace events perceived in isolation Workplace events perceived in relation to policies and goals
Introspective with regard to methods Methods compared with those of colleagues and with reports of practice
Value placed on autonomy Value placed on professional collaboration
Limited involvement in non immediate professional activities
High involvement in non immediate professional activities (eg networks, research, professional associations)
Infrequent reading of professional literature Regular reading of professional literature
Involvement in professional development limited and confined to practical courses
Involvement in professional development considerable and includes learning of theoretical nature
Work seen as an intuitive activity Work seen as a rational activity
Restricted Professionality Extended Professionality
Skills derived from experience Skills derived from a mediation between experience and theory
Perspective limited to the immediate in time and place
Perspective embracing the broader social context of education
Workplace events perceived in isolation Workplace events perceived in relation to policies and goals
Introspective with regard to methods Methods compared with those of colleagues and with reports of practice
Value placed on autonomy Value placed on professional collaboration
Limited involvement in non immediate professional activities
High involvement in non immediate professional activities (eg networks, research, professional associations)
Infrequent reading of professional literature Regular reading of professional literature
Involvement in professional development limited and confined to practical courses
Involvement in professional development considerable and includes learning of theoretical nature
Work seen as an intuitive activity Work seen as a rational activity
Restricted Professionality Extended Professionality
Skills derived from experience Skills derived from a mediation between experience and theory
Perspective limited to the immediate in time and place
Perspective embracing the broader social context of education
Workplace events perceived in isolation Workplace events perceived in relation to policies and goals
Introspective with regard to methods Methods compared with those of colleagues and with reports of practice
Value placed on autonomy Value placed on professional collaboration
Limited involvement in non immediate professional activities
High involvement in non immediate professional activities (eg networks, research, professional associations)
Infrequent reading of professional literature Regular reading of professional literature
Involvement in professional development limited and confined to practical courses
Involvement in professional development considerable and includes learning of theoretical nature
Work seen as an intuitive activity Work seen as a rational activity
Restricted Professionality Extended Professionality
Skills derived from experience Skills derived from a mediation between experience and theory
Perspective limited to the immediate in time and place
Perspective embracing the broader social context of education
Workplace events perceived in isolation Workplace events perceived in relation to policies and goals
Introspective with regard to methods Methods compared with those of colleagues and with reports of practice
Value placed on autonomy Value placed on professional collaboration
Limited involvement in non immediate professional activities
High involvement in non immediate professional activities (eg networks, research, professional associations)
Infrequent reading of professional literature Regular reading of professional literature
Involvement in professional development limited and confined to practical courses
Involvement in professional development considerable and includes learning of theoretical nature
Work seen as an intuitive activity Work seen as a rational activity
Restricted Professionality Extended Professionality
Skills derived from experience Skills derived from a mediation between experience and theory
Perspective limited to the immediate in time and place
Perspective embracing the broader social context of education
Workplace events perceived in isolation Workplace events perceived in relation to policies and goals
Introspective with regard to methods Methods compared with those of colleagues and with reports of practice
Value placed on autonomy Value placed on professional collaboration
Limited involvement in non immediate professional activities
High involvement in non immediate professional activities (eg networks, research, professional associations)
Infrequent reading of professional literature Regular reading of professional literature
Involvement in professional development limited and confined to practical courses
Involvement in professional development considerable and includes learning of theoretical nature
Work seen as an intuitive activity Work seen as a rational activity
Restricted Professionality Extended Professionality
Skills derived from experience Skills derived from a mediation between experience and theory
Perspective limited to the immediate in time and place
Perspective embracing the broader social context of education
Workplace events perceived in isolation Workplace events perceived in relation to policies and goals
Introspective with regard to methods Methods compared with those of colleagues and with reports of practice
Value placed on autonomy Value placed on professional collaboration
Limited involvement in non immediate professional activities
High involvement in non immediate professional activities (eg networks, research, professional associations)
Infrequent reading of professional literature Regular reading of professional literature
Involvement in professional development limited and confined to practical courses
Involvement in professional development considerable and includes learning of theoretical nature
Work seen as an intuitive activity Work seen as a rational activity
Restricted Professionality Extended Professionality
Skills derived from experience Skills derived from a mediation between experience and theory
Perspective limited to the immediate in time and place
Perspective embracing the broader social context of education
Workplace events perceived in isolation Workplace events perceived in relation to policies and goals
Introspective with regard to methods Methods compared with those of colleagues and with reports of practice
Value placed on autonomy Value placed on professional collaboration
Limited involvement in non immediate professional activities
High involvement in non immediate professional activities (eg networks, research, professional associations)
Infrequent reading of professional literature Regular reading of professional literature
Involvement in professional development limited and confined to practical courses
Involvement in professional development considerable and includes learning of theoretical nature
Work seen as an intuitive activity Work seen as a rational activity
Where do you stand on Hoyle’s continuum?
Restricted Extended
Hoyle, Hoyle & JohnThe extended form of professionality which goes beyond classroom skills to a wider range of knowledge and skills is seen as important.
They identified three major problems in acquiring this wider range
Problems?Time
Teachers tend to obtain job satisfaction from classroom activities, with relatively little interest in educational theory/research. Question of how far they can gain further satisfaction and feel comfortable in challenging situation of extended professionality.
Perception that extended professionality achieved at expense of effective restricted professionality – career orientation rather than expertise in teaching situation
Is there an answer?
Mastery of theoretical knowledge
Commitment to continuous
learning
Ability to create knowledge as
well as possess itApplying
theoretical knowledge to practice
Enthusiasm and
commitment to stakeholders
Capacity to solve
problems PROFESSIONAL COMPETANCIES
http://fashion-incubator.com/archive/how-to-move-up-to-another-level
ProblemThe teaching profession suffers from a vicious circle of low status, lack of competitive resources, inability to control their own selection, training and qualification, divided and consequently ineffective organisation and a degree of state interference and control suffered by almost no other profession all leading to low bargaining power, low remuneration and low status.
(Perkin,1985)
ReferencesCollins English Dictionary (7th Edition:2005) Harper Collins: Glasgow.
Holroyd, C. (2000) Are assessors professional? Active Learning in Higher Education, 1(1), 28-44.
Hoyle, E. (1974) ‘Professionality, professionalism and control in teaching’. London Educational Review,3 (2), Summer 1974, pp.13-19
Hoyle, E. & John, P, D. (1995) Professional Knowledge and Professional Practice, Cassell: London
Millerson, G. (1964) The qualifying associations: a study in professionalization, Routledge & Kegan Paul: London.
Perkin, H. (1985) The Teaching Profession and the Game of Life. In P. Gordon (1985) Is Teaching a Profession? University of London, Institute of Education, 12–25.
Sockett, H. (1985) Towards a Professional Code in Teaching. In P. Gordon (1985) Is Teaching a Profession? University of London, Institute of Education, 26-43.
Warrior, R. (2002) Reflections of an Education Professional. Journal of Hospitality, Leisure, Sport and Tourism. (1):2, 57 – 63.