Schoolteaching, Professionalism, and Gender.
1987; Volume: 14; Issue: 2 Linguagem: Inglês
ISSN
0737-5328
Autores Tópico(s)Diverse Educational Innovations Studies
ResumoAN elementary schoolteacher contrasted her love of the activities of teaching with her disgust at its social devaluation. To illustrate her bittersweet tale, she told a story. While driving her second grade daughter's friend home after school, she heard her daughter announce to her friend, My mommy's a Yes, her friend responded, But my daddy's a teacher. He teaches at the University. This second grade girl had learned early whom society counts among its real teachers.1 Both the Carnegie Commission Report, A Nation Prepared (Carnegie Commission, 1986), and the Holmes Group report on Tomorrow's Teachers (Holmes Group, 1986) want to change the ways in which Americans think about teachers. Both groups are concerned to count schoolteachers among society's real teachers. Both groups propose to do this by creating cadres of professional teachers who will improve the quality of teaching and, therefore, of American education. In the process teachers will gain more status and, hence, more autonomy, higher pay and greater career opportunities. No one who has studied teachers could possibly argue that they are over paid, autonomous or career mobile. The role of the teacher needs to be restructured to provide for these features the commissions set forth. Yet, the
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