Towards multiple professionalisms
in teaching?
Geoff Whitty
Institute of Education
and
Bath Spa University
Multiple professionalisms





A narrowed ‘core’ professionalism defined nationally
via Teaching Standards/QTS/Ofsted criteria
A variety of ‘local’ professionalisms developed by
autonomous schools and federations
Re/de-professionalisation via deregulation – with
Academies like Free Schools (like private schools)
not now required to employ teachers with QTS
A series of ‘branded professionalisms’ associated
with Teach First, Academy Chains and perhaps
some Universities
Private providers like Hibernia and Pearson
entering the field.
Branded Professionalism?
As an ARK Schools Trainee Teacher you will have the opportunity to:
•
•
•
•
experience life as a full-time member of staff in one of our academies
learn daily from outstanding teachers in one of the country’s top-performing academy
networks, leading to a PGCE
engage in exceptional school-based professional development led by highly
experienced mentors and our network specialists in literacy, numeracy, Special Educational
Needs (SEN) and behaviour
develop high levels of expertise in mathematics education through our leading-edge
Mathematics Mastery training and curriculum programme (Primary trainees)
•
improve the life chances of children through your own dedication and rapidlyimproving skills set
•
start your teaching career in a successful and growing network of outstanding, non-selective
schools, committed to closing the achievement gap
New Right Rhetoric of the 1990s
“They argue that, say, two or three
years of subject study…is sufficient
academic preparation for would-be
teachers and any training necessary
can be done on an apprenticeship
basis in schools… At one level this is a
general argument about producer
interests, but it is also a more specific
attack on the alleged ideological bias of
teacher educators…”.
(Whitty, 1991)
English Exceptionalism?
“Teaching is a craft and it is best learnt as an apprentice
observing a master craftsman - or woman. Watching others
and being rigorously observed yourself as you develop is the
best route to acquiring mastery in the classroom.” (Department
for Education, 2010).
A System of Small Systems?
“‘Messiness’ in terms of structures will be a
natural by-product of radical structural reform
as we move from a standardised national system
to a system of many small systems. I don’t have a
single, solution to offer, nor do I necessarily think
there should be one, as the end-point of these
school reforms hasn’t been reached yet.”
(Bell, 2012)
Education and Training Foundation
“The sector-owned independent Education and
Teaching [sic] Foundation (ETF) is now in place
and… will define and promote professionalism in
the sector, maintain and develop occupational
standards for the workforce, ensure the
availability, scope and quality of initial teacher
training and provide resources and support to
improve teaching, learning and assessment.”
(BIS, 2013)
Comments or questions?
g.whitty@ioe.ac.uk