Teachers

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Teachers

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Professionalization Functionalism (Parsons, Etzioni, Freidson)

ProletarianizationMarxism (Gorz, Poulantzas, Wright, Apple)

Status (Weber, Randall Collins, Lortie)

Sociology of teachers

Sociology of Teachers [Guerrero Serón, A. (2003) El profesorado como categoría social y agente educativo: sociología del profesorado. At Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid. 308-331]

Educational agent

According to its position at the education system

According to its position at the social structure

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(Functionalism)

Sociology of Teachers [Guerrero Serón, A. (2003) El profesorado como categoria social y agente educativo: sociología del profesorado. At Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid. 308-331]

Parsons

Etzioni

Freidson

Professions

Vital/basic serviceVocational/full time activityKnowledge is pass by professionalsHigh degree of autonomySpecialized knowledge (acquired in long studies at college) LicenseProfessional organization that regulates and protects Professional subculture (terminology and common practices)High salary and prestige

Lack of autonomy,

Lower professional statusHigher bureaucratizationFeminization

Semi-professions Not so specialized knowledge (less college)

Those considered professional occupations control their work and have institutions that hold an ideology of service and expertise (technical autonomy, diagnosis and treatment, not bureaucratic).In education there is an structural amplitude where the autonomy of professionals is enhanced (work is done in separate centers).

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(Marxism)


Gorz

Poulantzas

Wright

Contradictory class position (professors and technicians between the workers and the bourgeoisie).

New working class (specialized training away from manual work) relevant role in social change along with the traditional working classes

Fraction of the new bourgeoisie (employees and officials who do not produce plus-value). Teachers as intellectuals in charge of the school serving the ideological apparatus of the state. Thus contributing to the exploitation.

Apple

The intensification or erosion of working conditions of education, part of the professional disqualification because less rest, less professional actualization less interaction with colleagues (less sociability).The intensification fosters dependency of external experts, reduces the quality of work (diversification of tasks and responsibilities) with a shortage of time for preparation. Mistakenly recognized as a manifestation of professionalism is taken voluntarily by teachers (danger of burnout, higher on women for the double responsibility).

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(Status)


Weber

Randall Collins

Social closure refers to processes of drawing boundaries, constructing identities, and building communities in order to monopolize scarce resources for one’s own group, thereby excluding others from using them.

Ideal types formed as basic units of society by integrating all people who share a sense of equal social status based on participation in a common culture: language, clothing, decoration, manners, rituals, themes and styles conversation, opinions, values, preferences sporting, artistic and media.

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(Status)


Lortie Attractions:Contact young peopleMission service to societyKnown institutionCompatibility time Money and material benefits Prestige Security

Facilitators:Identification with the role of teacherLabelled by a significant otherFamily antecedents

[fast entrance, no promotion, personal experience and informal exchanges, pragmatism and artistic conception rather than scientific]

Rewards:Extrinsic (objective as salary, status, social power) are denied or, in any case, equally distributed.Intrinsic or psychic (subjective rewards that connect important events in the classroom) are the most valued.Subordinated (objective and subjective like hours, holidays or working conditions) taking value when compared to other jobs.

The system rewards more to the least committed, and does not favor the commitment nor the retention of the best (lack of elite professional) and subordination (lack solidarity)


Intensification of work, higher with younger pupils

Less salary Glass ceiling

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Central role of the teacher in the classroom: he/she is in a power position (real and symbolic) and central (controlled resource classroom, platform), he/she is the only adult (compulsory levels) uses elaborate language (difficult for students).

Rosenthal and Jacobson (1969) said that modeling behavior of the teacher conveys his expectations for the student, through attitudes, assessments or verbal expressions or body, thus influencing student performance.

In line with the above, Rist (1990) developed the labeling theory, including the processes analysis and providing an interactive model of sociological analysis.

Selection and classification of cohorts:

Differentiation (Parsons, 1990) separation and sorting of students by teachers, by assessing qualifications and attitudes (both are in fact interdependent) and produced so polarized and gradual.

Polarization (Lancey, 1970) is caused by the difference made by teachers and refers to the process by which students are grouped into forms of resistance to the dominant culture of the school, following the initiative differentiated teaching.

Entre les murs Laurent Cantet (2008)

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Teachers

Education

Transcript of Teachers