Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601191
Title: Schooling and disciplining in the professional teacher
Author: Baker, Graham Peter
Awarding Body: University of the West of England, Bristol
Current Institution: University of the West of England, Bristol
Date of Award: 2013
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Abstract:
Much research has been undertaken on the impact of control techniques on workers but little has been done in professional organisations. This research critically explores the impact of these methods on teachers using a framework differentiating beween the 'schooling' of new entrants into a self-disciplined positioning within the discourses of the New Professional, as well as the subsequenVsimultaneous disciplining of themselves (and others) through the use of observation, bureaucracy, culture, and output when working in schools. The research takes place in two successful and oversubscribed secondary schools, catering for pupils between the ages of 11 and 18. The arrival of new Heads and perceived weaknesses in management systems in both schools has driven reorganizations and restructurings along with increased monitoring of teacher practice with the aim of improving student results. The study shows the manner in which new entrants to the teaching profession are 'schooled' into the acceptance of increased monitoring and observation due to the need to gain Qualified Teacher Status. This process continues when employed in schools through the use of hierarchical observations, examinations and normalizing judgments by senior managers to try and maintain self-disciplined professional teachers. Senior staff aim to ensure staff remain situated within the discursive boundaries of the new professional focusing on students' results. These controls ensure that practice in the classroom meets the demands for the performative nature of education in English schools. Although the discourse of the professional is potent and pervasive, alternative discourses are available to teachers and this research surfaces and explores these possibilities. It is concluded that teachers in state schools are having their identities constructed for them through a professional discourse and through managerialist practices of discipline and control.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.601191  DOI: Not available
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