A comparative analysis of primary teacher professionalism in England and Finland

Rosemary Webb; Seppo Hämäläinen; Anneli Sarja; Eija Kimonen; Raimo Nevalainen; Graham Vulliamy

doi:10.1080/0305006042000184890

A comparative analysis of primary teacher professionalism in England and Finland

Rosemary Webb, Seppo Hämäläinen, Anneli Sarja, Eija Kimonen, Raimo Nevalainen, Graham Vulliamy

Manchester Institute of Education

Research output: Contribution to journal › Article › peer-review

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. © 2004 Taylor and Francis Ltd.

Original language	English
Pages (from-to)	83-108
Number of pages	25
Journal	Comparative Education
Volume	40
Issue number	1
DOIs	https://doi.org/10.1080/0305006042000184890
Publication status	Published - Feb 2004

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AU - Webb, Rosemary

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AU - Sarja, Anneli

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AU - Nevalainen, Raimo

AU - Vulliamy, Graham

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A comparative analysis of primary teacher professionalism in England and Finland

Abstract

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