Citation

Issues surrounding empowerment of the teaching profession in Latin America

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Abstract:

Teachers are once again at the centre stage of concerns about education. Almost on a daily basis a host of international reports centred on teachers reach the desks of policy-makers around the world, including Latin America. Slogans such as “Teachers’ Matter” (OECD, 2005) or “the quality of an education system cannot exceed the quality of its teachers” (McKinsey and Co., 2007; 2010) are used in public speeches to justify concerns about teachers and teaching and the need for policies to address them. A central question, however, is how this “popularity” affects teachers as persons and professionals or, in other words, the extent to which teachers are empowered or taken as tools in the policy contexts fed by these reports.
The paper draws on findings from a recently completed study on the teaching profession in Chile (national survey of 1,900 primary and secondary teachers and case studies) as well as data and research findings from other studies in the Latin American Region. It deals with issues related to teachers’ work life, their preparation, and their opportunities for development as well as how they see themselves in the light of education improvement needs. Teachers’ perceptions as “problems” and “solutions” are discussed and how positions in this respect explain “carrot” and “stick” policies such as incentives and merit pay, as well as performance evaluation. The paper concludes with suggestions, drawn from research and experiences, on how the “teachers’ matter” slogan can be materialised in ways that teachers can appreciate as important for their professional lives.

Author's Keywords:

Teaching profession
Convention
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p486377_index.html
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MLA Citation:

Avalos-Bevan, Beatrice. "Issues surrounding empowerment of the teaching profession in Latin America" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486377_index.html>

APA Citation:

Avalos-Bevan, B. , 2011-04-30 "Issues surrounding empowerment of the teaching profession in Latin America" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486377_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Teachers are once again at the centre stage of concerns about education. Almost on a daily basis a host of international reports centred on teachers reach the desks of policy-makers around the world, including Latin America. Slogans such as “Teachers’ Matter” (OECD, 2005) or “the quality of an education system cannot exceed the quality of its teachers” (McKinsey and Co., 2007; 2010) are used in public speeches to justify concerns about teachers and teaching and the need for policies to address them. A central question, however, is how this “popularity” affects teachers as persons and professionals or, in other words, the extent to which teachers are empowered or taken as tools in the policy contexts fed by these reports.
The paper draws on findings from a recently completed study on the teaching profession in Chile (national survey of 1,900 primary and secondary teachers and case studies) as well as data and research findings from other studies in the Latin American Region. It deals with issues related to teachers’ work life, their preparation, and their opportunities for development as well as how they see themselves in the light of education improvement needs. Teachers’ perceptions as “problems” and “solutions” are discussed and how positions in this respect explain “carrot” and “stick” policies such as incentives and merit pay, as well as performance evaluation. The paper concludes with suggestions, drawn from research and experiences, on how the “teachers’ matter” slogan can be materialised in ways that teachers can appreciate as important for their professional lives.


Similar Titles:
Strengthening the Teaching Profession in Latin America: Realities, Policies and Possibilities

Positional Issue Voting in Latin America

“Research and Teaching the New Cultural Renaissance in Afro-Latin America”

Incorporating Transnational Issues in Global South Organizations: Latin America and the Caribbean


 
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