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Additional info for Changing teacher professionalism : international trends, challenges, and ways forward
Certain conditions will facilitate the disposition of professionality and others will hinder or obstruct it. Biesta identified time to reflect – individually and collectively – as the most important condition for fostering this disposition. Yet in many countries contemporary policies (alongside more demands from ‘consumers’) have contributed to an intensification of teachers’ work which squeezes out time for the kinds of professional development activities needed to enhance professionality. Continuing the discussion of values, Jon Nixon in Chapter 16 argues that universities need to reclaim a public and inclusive language for education that reflects the moral ends and purposes of academic practice.
Professional work is defined as service products to be marketed, price-tagged and individually evaluated and remunerated; it is, in that sense, commodified’ (Svensson and Evetts 2003: 11). Professional service work organizations are converting into enterprises in terms of identity, hierarchy and rationality. Possible solutions to client problems and difficulties are defined by the organization (rather than the ethical codes of the professional institution) and limited by financial constraints.
An emphasis on internal as well as external markets, on enterprise and economic contracting, are changing professionalism. In tendering, accounting and audit management – professionalism requires practitioners to codify their competence for contracts and evaluations (du Gay and Salaman 1992; Lane 2000; Freidson 2001). ‘Professional work is defined as service products to be marketed, price-tagged and individually evaluated and remunerated; it is, in that sense, commodified’ (Svensson and Evetts 2003: 11).