Professional Knowledge and Educational Restructuring in Europe

✍ Scribed by Ivor F. Goodson, Sverker Lindblad

• Publisher: Sense Publishers
• Year: 2010
• Tongue: English
• Leaves: 118
• Series: Studies in Professional Life and Work 4
• Category: Library

✦ Synopsis

European welfare institutions such as education and health care are restructuring their organisations in terms of decentralisation, deregulation, privatization and so forth. As a consequence professional positions and demands on professional competencies in these institutions are in transition. At the same time European societies are changing in different ways, e.g. in terms of a "knowledge society" as well as in demographic and cultural changes. Professionals such as teachers and nurses are meeting such changes in their work with students and clients. Thus, there is a need to study these transitions and changes. Here we are doing this from a "bottom-up" perspective where we are comparing experiences in different institutional and national contexts. This study combines two kinds of narrative research; a study of the systemic narratives produced by governments who are restructuring educational systems and the life history narratives of those professionals working within those systems and their perspectives on ongoing restructuring.

✦ Table of Contents

Cover......Page 1
Studies in Professional Life and Work 4......Page 3
Professional Knowledge and Educational Restructuring in Europe......Page 4
ISBN: 9789460913785 (hardback)......Page 5
TABLE OF CONTENTS......Page 6
ACKNOWLEDGEMENTS......Page 8
Educational Restructuring......Page 10
The Teaching Profession......Page 12
System Narratives and Professional Work Life Narratives......Page 13
Research Approaches and Findings in Relation to Discursive Positions......Page 14
REFLECTIONS ON AN INTERNATIONAL RESEARCH ODYSSEY......Page 16
REFERENCES......Page 18
APPENDIX 1: PROFKNOW REPORTS:......Page 19
BACKGROUND......Page 21
RESEARCH APPROACH......Page 22
1997–2005 – New Labour – the Third Way?......Page 23
HOW IS RESTRUCTURING WORKING?......Page 25
WHAT PROFESSIONAL STRATEGIES ARE OPEN TO TEACHERS?......Page 27
HOW IS RECONFIFURATION OF THE PRIMARY TEACHING PROFESSION OCCURRING?......Page 28
CONCLUSION......Page 31
REFERENCES......Page 32
INTRODUCTION......Page 35
SOCIALISATION OF LABOUR......Page 36
COMMERCIALISATION......Page 38
A SIGNIFICANCE OF REFORM......Page 39
SUMMING UP: A NEW RATIONALITY?......Page 41
CONCLUDING REMARKS......Page 45
NOTES......Page 46
REFERENCES......Page 47
ON THE PROKNOW SURVEY......Page 50
RESEARCH PROBLEMATICS......Page 51
The Multi-level Structure of Teachers Working Life......Page 52
Education and the System-World......Page 55
The Social Field of Education......Page 57
Supervision and Promotion......Page 58
Control of Professional Work Life......Page 59
The Formal Education of Teachers......Page 62
Criteria for Wage Setting......Page 63
Teachers’ Work in Practice......Page 65
Control, Participation and Decision-making......Page 67
CONCLUSIONS......Page 69
NOTES......Page 70
REFERENCES......Page 71
INTRODUCTION......Page 74
METHODOLOGICAL APPROACH......Page 75
1) Teachers’ Common Narratives of Changing Working Conditions......Page 76
2) Teachers’ Diverging Narratives of Changing Working Conditions......Page 80
3) Changes in Teachers’ Knowledge......Page 82
3) Professional Re-configuration......Page 85
CONCLUDING REMARKS......Page 86
REFERENCES......Page 87
THE CONCEPT OF GENERATION IN THE SOCIAL SCIENCES......Page 90
A Qualitative Approach to Generations......Page 92
The Confounding of Age, Cohort and Generational Effects......Page 93
Mannheim’s (1952) Work on Generations......Page 94
Internal Differentiation in Generations......Page 96
PROFESSIONAL GENERATIONS AND RESTRUCTURING......Page 97
TEACHER GENERATIONS IN THE PROFKNOW PROJECT1......Page 101
DISCUSSION AND CONCLUSION......Page 103
REFERENCES......Page 105
Restructuring as a World Movement......Page 108
PERIODISATION......Page 110
NARRATIVES AND WORK LIFE NARRATIVES......Page 112
REFERENCES......Page 118