ABSTRACT

In this article, I discuss the status of teaching as a profession using Gardner and Shulman’s framework emerging from their empirical examination of the professions in America and use Bernstein’s sociology of knowledge to help explain how recontextualizing agents struggle to dominate the construction and interpretation of professionalism in teaching. I use data from a major cross-national study of university-based teacher education to illustrate efforts to define the professional knowledge needed for teaching and the wide degree of variability in the opportunities provided to teachers to learn such knowledge. The essential role of teacher education in sustaining the teaching profession emerges very clearly from these analyses. I conclude that the education field needs to develop the capacity to ensure teachers’ professional learning and that these efforts need to be informed by use-inspired research and an inquiry culture in university-based teacher education programmes.

摘要

在本文中，我将使用加德纳和舒尔曼的框架（从对美国各行业的实证研究中得出）来讨论其作为职业的地位，并利用伯恩斯坦的知识社会学来帮助解释重新情境化的代理人如何努力支配专业的建构和解释。教学。我使用来自大型跨国大学教师教育的研究数据来说明如何定义教学所需的专业知识，以及为教师提供的学习这种知识的机会的广泛差异。这些分析非常清楚地表明了教师教育在维持教师职业中的重要作用。