A comparative analysis of primary teacher professionalism in England and Finland

Abstract

Policy‐makers' conceptions of teacher professionalism currently differ markedly in England and Finland. In England they are shaped by agendas associated with the drive to raise standards and ‘commercialized professionalism’ whilst in Finland they are influenced by notions of ‘teacher empowerment’. This article analyses findings on the theme of teacher professionalism derived from re‐interviewing a sample of English and Finnish teachers in 2001 as a follow‐up to earlier ethnographic research in six schools in each country during 1994–1996. Issues of professionalism are addressed through three broad themes: the impact of curriculum and pedagogical reforms; working together to implement these reforms; and accountability and control. It is argued that in each country teachers' conceptions of their professionalism were undergoing reconstruction. These conceptions were shaped by past and present ideology, policy and practice and displayed multiple and situational dimensions.

Notes

* Corresponding author: Department of Educational Studies, University of York, Heslington, York YO10 5DD, UK. Email: [email protected]

Additional information

Notes on contributors

Rosemary Webb *

* Corresponding author: Department of Educational Studies, University of York, Heslington, York YO10 5DD, UK. Email: [email protected]