Professionalism: doing a good job!

Denis Feather

doi:10.4324/9780429435959-12

Professionalism: doing a good job!

Denis Feather

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This paper considers the concept of professionalism via perceptions (real or imagined) of lecturers delivering higher education business programmes (HEBPs) in further education colleges in England. The study comprised 26 in-depth interviews conducted in the Yorkshire and Humber region in the UK. The study builds on Perkin’s views of a professional society, which is then applied to education. The paper will add to existing knowledge by identifying that the term profession is not only complex and subjective, but Janus-faced, which may lead to role conflict. It was not surprising that the interviewees found it difficult to define professionalism; nevertheless, it was found that many did hold to a perceived individual professional code of praxis and/or idea of expected behaviour.

Original language	English
Title of host publication	Professionalism in Post-Compulsory Education and Training
Subtitle of host publication	Empirical and Theoretical Perspectives
Editors	Jonathan Tummons
Place of Publication	London
Publisher	Routledge
Chapter	11
Pages	157-168
Number of pages	12
Edition	1st
ISBN (Electronic)	9780429435959
ISBN (Print)	9781138350328, 113835032X, 9780367583996
DOIs	https://doi.org/10.4324/9780429435959-12
Publication status	Published - 6 Nov 2018

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 16 Peace, Justice and Strong Institutions

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Cite this

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title = "Professionalism: doing a good job!",

abstract = "This paper considers the concept of professionalism via perceptions (real or imagined) of lecturers delivering higher education business programmes (HEBPs) in further education colleges in England. The study comprised 26 in-depth interviews conducted in the Yorkshire and Humber region in the UK. The study builds on Perkin{\textquoteright}s views of a professional society, which is then applied to education. The paper will add to existing knowledge by identifying that the term profession is not only complex and subjective, but Janus-faced, which may lead to role conflict. It was not surprising that the interviewees found it difficult to define professionalism; nevertheless, it was found that many did hold to a perceived individual professional code of praxis and/or idea of expected behaviour.",

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note = "What does {\textquoteleft}professionalism{\textquoteright} mean for teachers and trainers in further education colleges or adult education centres? Over the last twenty years, ideas about professionalism and professional identity within the post-compulsory sector have been shaped and reshaped by successive policies, standards, and professional bodies. Yet, these ideas themselves remain controversial and continue to be the focus of debate as well as research. This book gathers together a series of articles published over the last ten years, providing critical and research-based perspectives on professionalism within post-compulsory education and training. The twelve chapters that are presented here explore issues such as professional standards and continuing professional development and their impact on current definitions and frameworks of professionalism, as well as the policies that have shaped these processes. These are issues that are of relevance and importance not only to practitioners and researchers in the post-compulsory sector, but to anyone who is concerned with contemporary debates about what it means to be {\textquoteleft}a professional{\textquoteright} in education and training. The chapters in this book were originally published as articles in Research in Post-Compulsory Education.",

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Professionalism: doing a good job!

Abstract

UN SDGs

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