Introduction
The understanding of what professions come under what we as a social class as professionals have been under a lot of discussions. Whitty, (2000) stated that a profession could be whatever our society deems it could be and therefore this could mean that we must begin to consider professionalism on a personal level. The term professionalism can make people think of certain occupations and it can have different meanings to a variety of people.
My research has brought four main structures to light, which I need to consider when it comes to professionalism and my own personal views. I will critically analyze each of these structures throughout this essay, attempting to consider each perspective and my own views on professionalism.
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Traditional
The traditional views of professionalism are predominantly based on a person’s occupation, such as law and medicine (Demirkasimoglu, 2010). These ‘traditional’ professions come with a high ranking status and a high level of salary, but also high levels of independence. These reasons could be why occupations such as teaching can be traditionally accepted as semi-professional in that ‘Bureaucrats feel the need to control and set certain coordination by limiting the semi-professional’s discretion or autonomy’ (Leiter, 1981)
In the teaching profession, many different characteristics could be aligned with the ‘traditional’ views of what people class as a professional occupation. Teachers are required to have expert levels of knowledge and skills. Teaching, as an occupation, does however differ from the traditional professions we associate with the word ‘professional’. Teachers are required to have more organizational skills and are also required to preside over a larger number of people at one time. This is more than what is required of both lawyers and doctors. Although the responsibility in education is quite vast, it could be said that it is no larger than those who are working in medicine as doctors or nurses.
Traditional professionals are known for distancing themselves from their clients. In teaching, however, there is regular and frequent interaction between the learners and the teacher. The nature of these relationships, which you need to form with the learners, means that there is a significantly less amount of distance applied. Teachers are expected to do more than impart the knowledge and skills that they have. The emphasis on the role of the teacher has changed, meaning that the likelihood for teachers to be viewed as professionals, like doctors and lawyers, has also changed. Teachers’ work is conducted through direct learner interaction and the relationships that are formed are an essential part of a successful practitioner, unlike doctors or lawyers. Teaching, I feel, is much like social workers and nurses. With this in mind, I feel that this can force teaching to remain semi-professional and for me to not consider myself a teacher in the fully traditional sense.
Conflict Theory
Another viewpoint on whether or not teaching can be classed as professional is by using Conflict Theory. MacDonald (1995) suggested that from a Marxist viewpoint, it is not the amount of knowledge and skill that makes a certain career more professional, it is the value that knowledge brings to the system. Professionals have been maintaining their standing in society by ensuring they are well embedded in the community and they are the only ones that have those certain skills in that area. Conflict Theory suggests that different groups have different social relationships and they are built on the exploitation of power. This suggests that in the education system, there are groups that have organized it in such a way that power is exercised on different groups and that societies are exploited.
Ozga (1987) defines teacher professionalism as a form of control by the state with teachers being subject to ‘direct’ or ‘indirect rule’. This may be done by the state as political, economic, social, and cultural. This is suggesting that the state may be using people’s professionalism as a way to get their own desired outcome.
“When we hear from all sides the demand for an introduction of regular curricula and special examinations the reason behind it is, of course, not a suddenly awakened ‘thirst for knowledge but the desire for restricting the supply of these positions and their monopolization by the owners of educational certificates” (Weber, cited in Gerth and Wright Mills 1946, pp 242)
Analyzing the points made in conflict theory, regarding the roles of professionals in our society has me thinking about and questioning my own professionalism. Conflict Theory suggests that the role of a professional greatly differs from my own views. I decided to become a teacher so that I could be of value and help those who are struggling to achieve. I view the role, and responsibility of a teacher as aspirational, inspirational, and life-changing. Being a teacher allows you to help develop the academic ability of learners and help them achieve. You also have the chance to influence their lives and help them develop in society. Conflict Theory suggests that part of a teacher’s professional role is to ensure that certain groups in a specific society are controlled and restricted so that the structure of that society is maintained is hard for me to accept and understand.
This does mean that the view may be considered incorrect. It is hard to say that a teacher's professionalism has been abused by the state to manipulate the teaching profession into behaving in a certain way. The teacher’s standards (2011) define the behavior and attitudes, which set the required standard for, conduct throughout a teacher’s career.
I cannot see any issues with the statements that have been made in the Teachers' Standards. However, there is still a conflict between these views of professionalism and my own interpretations.
Evans (2008) views professionalism more as a sum of an individual’s ‘professional orientation’. Professionalism is constructed from the beliefs and actions of those who make up that profession. I strongly believe the role of teachers is to break the normal understandings in society and enable those that are less fortunate to succeed and have the same opportunities as everyone else. Conflict Theory suggests that there may be certain systems that would make this statement difficult to achieve. It is suggested by Conflict Theory that as an occupational group, teachers’ professionalism is defined by the state. With this in mind surely the ‘professional orientation’ outlined by Evans is a better measure of a person’s professionalism.
“.. teachers are not the passive dupes of classical Marxism, unwittingly co-opted as agents of the state: they are active agents resisting state control strategies and forcing their employers to refine and rework those strategies.” (Gewirtz, cited in Hextall et al 2007, pp39)
Considering all the points that have been made, I feel that Conflict Theory is helping teachers' professionalism. Professionalism, from my view, seems to be more personal and does not align with the state definition.
Neo-Liberal
We live in a society where we are held accountable for our actions by a large number of external bodies. Ofsted, National Curriculum, performance league tables, and pay based on our performance as teachers. These, alone, are just some of the ways that teachers and schools are judged that have been in effect over the past decade.
Gewirtz, (2002) suggests that is all the restructuring that has happened to the education system is linked to the downfall of welfarism. While this has been happening centralization and control from managers has increased. These views and points are seen as part of the Neo-Liberal approach to create either competition and increase markets where, previously, there was little or none. This type of agenda has been thought to dramatically alter the roles and responsibilities of a professional.
“The preferred strategy of the neo-liberal marketizers has been deregulation of the profession..” (Gleeson & Husbands, 2001, pp287)
Dale, (1989) has described the state altering the regulations of the teaching profession. These regulations have been thought to change teacher professionalism from a more independent profession to a more controlled one. These views do not align with the notion that teachers are starting to move to gain a more professional status in-line with those working in medicine and law.
Ball, (2003) suggests that introducing these types of performativity may have resulted in the decline of the more traditional professional values. This steered professional identity in a new direction for teachers. These changes have led to an appearance of a new set of professional values along with a new type of profession.
Looking at the ‘new professional’ I feel I can recognize the value of the identities that Ball, (2003) has stated. I feel that the increase in performativity has changed how the teaching profession performs and how certain people see their own professionalism.
I can understand the negativity that Ball (2003) is applying to this role; I would imply that the new managers might have had a positive impact on improving and developing the education system. They have achieved this through investment measures and applying accountability where it has been needed.
Ball continuously suggests that a vital part of the manager's role is to be able to create capable and compliant personnel. Knowing this, I feel that this is something that I cannot see myself adopting and becoming part of my professional development and professionalism. I think that we as a society and professionals should be encouraging teachers that are challenging the profession and pushing the boundaries to drive it forward.
Ball is strongly questioning the values and use of performativity and what is considered involved in the new professionalism that has grown. I find that some of these professional values can bring me into line with what I consider my own professionalism.
Conclusion
There is an increasing number of fresh ideas and views on professionalism that would put forward the thought that we might start to rethink professionalism to be more associated with how well we do our jobs, rather than the status that has been attained. Whitty (2008) moves further away from the concept of educational reforms being manipulated to make the role of teachers less professionalized. Instead, these views are to be used to move forward and re-professionalize the role of teachers. There is an acknowledgment that educational reform has changed the way we see what is classed as a traditional professional but this may be making a new type of professionalism and that this type may be more appropriate for a more contemporary audience.
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