ERG SES H 07, Parallel Session H 07
This contribution describes several theoretical conceptions of the teaching profession in order to develop a heuristic tool for the comparison of the teaching profession in different national contexts. In order to understand and explain collective behaviour and beliefs of teachers it requires a theoretical approach that relates the imperatives and constraints of their pedagogical practice to their work in a state-regulated organisation as the school. This builds a field of tension teachers have to act in; between on the one hand, teachers’ development of and in the profession, on the other hand the space and freedom they have for the development. Both sides can be described empirically and historically: firstly by the relation between the individual teachers’ professionality and the professionalism of the collective teacher; secondly, by the autonomy teachers have in their pedagogical decisions in the constraints of an organisational framework of a school system.
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