北京师范大学
教育研究中的比较 ― 历史方法
Lecture 10
Explaining Great Community
Professionalization of Teaching: In Comparative-Historical Perspective
(I)
Historical-Configurational Studies:
Genealogical Study of Professionalization of School Teachers in HK
A. The Statement of the Problem
1. The formation of the discourse on teachers in Hong Kong a. The formation of the objects, i.e. Hong Kong school teachers b. The formation of enunciative modalities of the statements of HK teachers c. The formation of the concepts of HK teachers d. The formation of the strategies
2. Various epistemes of HK teachers emerged in the history of HK education
3. The power and the field of forces underlying the emergence of the discourses on HK teachers
B. Genealogical Study of Knowledge/Power in Professionalism in Anglo-American
Societies
1. The Formation of the Professional Knowledge a. Respectability b. Applicability c. Creditability d. Indispensability
2. The Formation of the Professional Power a. Knowledge/power over the technical content of work b. Knowledge/power over the professional-client relationship c. Knowledge/power over the social organization of work d. Knowledge/power over the supply of professional-service
3. Normalization of Professional Ethics and Sanction
4. Harold Wilensky’s path of professionalization: The narrative of professionalization
Wilensky specified the path of institutionalization of US professions into a five-stage process in an article published in American Journal of Sociology in 1964.
a. The occupation becomes full time job.
b. Establishment of training school specialized for the occuoption in university
c. Formation of the professional association by grasuates of the professional school
d. Passage of law for protecting the profession by Restricting the usage of the title of the occupation or the performance of the occupational practice
e. The passage and enforcement of the code of ethics of the occupation.
C. Professionalization of Teacher in Hong Kong: A Genealogical Study
1. Teaching “profession” in traditional Chinese society: a. The object: Outcasted literati and transients b. The enunciation modality: Informal and sarcastic self-portrait c. The concept: The ideal of Confucius
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d. The strategy: Marginalized by the discourse of becoming Mandarin
2. Teaching “profession” in the early years of the Hong Kong colony: 1860-1880 a. The object: Opium smokers, gamblers, fortune tellers b. The enunciation modality: Inspectorate speaking with the authority of colonialism and orientalism c. The concept: De-formation of the concept of vernacular teachers and vernacular schools in general d. The strategy: Suppression of vernacular teachers by the discourse of English education and the Central College
3. Teaching “profession” in the dual education system from 1911 to 1941: a. The object: Vernacular teachers as seditionists and vernacular schools as the breeding ground for sedition b. The enunciation modality: The authority of the colonial officials under the siege of indigenous nationalism from the newly constituted Republic of China c. The concept: The concept of political activist of Bolshevism and nationalism d. The strategy: The disciplinary if not oppressive strategy on vernacular education waged by the imperial ruler
4. Teaching “profession” before the 1970s: Humble, underpaid, and under-nuritioned occupation a. The object: The humble, underpaid, and undernuritioned occupation in private schools b. The enunciation modality: i. The voice of the teacher association ii. The authority enunciation of the non-committed colonial officials c. The concept? d. The strategy?
5. Teaching “profession” as unionist in an exclusionary corporatism: The 1973 teacher strike: Unionist in an exclusionary corporatist state
a. The background: HK Government implemented universal-compulsory education in all primary school in 1976 and in all junior secondary schools in 1978 b. The object: Government employees under the Master Pay Scale and teaching force for the newly established universal education system c. The enunciation: i. The voices and actions of the emerging unionists ii. The compromising stance of the besieged colonial government d. The concept: The unionist e. The strategy: The strategy of exclusionary corporatism in a undemocratic government ruling by “consultation and consensus”
6. Professionalization of teaching as a discourse by importation: The recommendation of the Llewellyn Report 1982 a. The object: Hong Kong Teaching Service b. The enunciation modality: i. The authority of the Visiting Panel from OECD ii. The reluctant stance of the colonial government iii. The suspicious voice of local educational groups c. The concept: Professionals and professional association d. The strategy: From imported discourse to indigenous endorsement by local educators
7. Recommendation of the Education Commission Report No. 1 (ECR1) 1984: A beautiful misunderstanding
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a. The object: The employees of the colonial state and sponsoring bodies b. The enunciation modality: The authority and voice of the newly constituted
Education Commission c. The concept: Ethically disciplined and normalized employees within the stateschool bureaucracy d. The strategy: Switching the discourse of professionalization to the drafting of the professional code of ethics
8. Discourse on professional code: The drafting of the Professional Code for
Educational Workers 1986-1992 a. The object: In search of a constitutive definition of the education workers b. The enunciation modality: The voice of the hand-picked drafting committee by the inclusionary as well as exclusionary state c. The concept: Obligations and rights of both professional workers and state employees d. The strategy: Mobilization for ligitimation and discussion within an apathetic audience
9. ECR5’s: The reemergence of the teaching profession a. The object: The "teaching profession" or the human resources required for the maintenance of the status of one of the Four Dragon in Asia b. Enunciation modality: The voice of the Education Commission c. Discourse concept: Professionalism vs. Economicism/Managerialism i. Teachers as human resource enhancing quality education in Hong Kong which in turn is the building block of the status of being one of Four Dragon in Asia ii. Teachers as autonomous profession with its own association d. Discourse strategy: A schizophrenic profession i. Setting up the Council on Professional Conduct in Education (CPCE) ii. Setting up the Advisory Committee on Teacher Education and Qualification
(ACTEQ)
10. The misfortune of the CPCE a. Setting up of a non-statutory Council on Professional Code in Education in
April b. The democratic election of members of the CRCD c. CPCD began to review misconduct cases refer by the ED d. The bureaucratic mishap and the misfortune prospect of the CRCE
11. Teaching profession under the discursive strategy of the hegemony of perfromativity a. ECR7’s (1997) recommendations of setting up of the GTC: GTC as part of the build-up of the quality-education mechanism b. Chief Executive of the HKSAR promise in his maiden policy speech (Oct.,
1997) to establish the GTC in two years' time. c. The issue of the Establishment of a General Teaching Council: Consultation
Document in November 1998 d. Establishment of the GTC called to a halt: The hegemony of the Education
Reform (1999) e. Implementation of benchmark assessment of IT for teachers in 1998 f. Implementation of benchmark assessment for English and Putunghau teachers in 2000 g. Proposal of Teacher Competence Framework (TCF) in 2003 h. The Committee on Teachers’ Work: Final Report, Dec. 2006.
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12. Deprofessional effects of the hegemony of performativity a. Delegitimation of the institution of the profession i. Delegitimation of the institution of the professional education ii. Delegitimation of the institution of the professional association iii. Delegitimation of the institution of the professional practice b. Deskilling the profession and reskilling them as technician i. Apprenticization of the profession ii. Unionization of the profession iii. Techicanization of the profession iv. Hierarchization of the profession v. Heteronomy of the state-administrative and market systems
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(II)
Comparative-Historical Studies of
Professionalization of Schoolteachers in Britain, France, and Germany
A. Comparative studies of the professionalization of Schollteachers in England, Germany and France:
Taken the contextuality and historicity of different nation-states as point of reference, differences and commonalities in the processes of professionalization of particular occupational groups can be then investigated across countries. As a result, Anglo-
American model can no longer be taken as the universally applied model of professionalization but as one of the particular models among many. In recent years, studies of the professionalization models of France, German or even Eastern European countries have produced significant insights into the problem.
State University Client Profession
England Laissez-faire state
Reformative bourgeoisies state
Evolution of medieval monastery to liberal-art university
Marketdemand driven clientele
Self-employed and free professions
Germany Later-comer, decentralized and bureaucratic state
Modernization of liberal-art university to research university
Project of nation- building & state- formation as major clientele
State-examined and licensed professions
France Revolutionary bourgeoisies state
Centralized authoritarian state
Suppressing church- dominant university system & replacing with universities as
“teaching corps with fixed principles” for the republic
Republic as the dominant clientele
Teaching corps of the Republic
State employees
Unionized professions
B. A Theoretical Framework: Reconceptualization of Professionalization of Teachers
1. The internal configuration of the teaching occupation: Organizational spit within the occupation
a. Division by organizational orientations i.. Unionization ii. Professionalization
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b. Division by occupational status and/or hierarchy i. Teachers of senior-secondary school, degree graduate, grammer school, … ii. Teachers of primary school, non-degree holder, vocational school, …
c. Division by religion, e.g. between Protestant and Catholic especially in Germany
2. The configuration of the state-market
a. Laissez-faire, reformative state
b. Late-comer, bureaucratic (decentralized) state
c. Centralized, revolutionary state
3. The configuration of the higher education
a. Liberal decentralized higher education
b. Bureaucratiized (centralized) higher education
c. Centralized state
4. The configuration of the universal-compulsory schooling systems
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(III)
Comparative-Historical Studies of
Professionalization of Schools: A Synthetic Hypothesis
A. Recapitulation of the Professionalization of Three Chinese Societies
1. A quarter of a century quest for professionalism of schoolteachers in HKSAR in vain
2. A decade-long effort of establishing National Educational Association in Taiwan under the stipulation of the Teacher Act (first passage in 1995) was established in
1999.
3. Passage of Teachers Law of the PRC by the Standing Committee of the Eight
National People’s Congress on October 31, 1993. It becomes effective on January
1, 1994. IN Article 3 of the Teachers Law, it stipulatres that
“Teachers are professionals who exercise the functions of education”.
B . A Synthetic Hypothesis
HKSAR Taiwan PRC
England
Germany
France
Schoolteachers
Schoolteachers
Schoolteachers
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References a. Edgell, Stephen (2012) The Sociology of Work , 2 nd
Edition. Los Angeles: Sage.
(Chapter 1 & 3) b. Collins, R. (1979). The Credential Society: An Historical Sociology of Education and
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r. Bourdoncle, Raymond and Andre Robert (2000) “Primary and Secondary School
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卢乃桂、操太圣（ 2009 ）（编）《中国教师的专业发展与变迁》。北京：教育
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