How do educational systems regulate the teaching profession and teachers’ work? A typological approach to institutional foundations and models of regulation
Author
dc.contributor.author
Voisin, Annelise
Author
dc.contributor.author
Dumay, Xavier
Admission date
dc.date.accessioned
2021-03-16T19:05:36Z
Available date
dc.date.available
2021-03-16T19:05:36Z
Publication date
dc.date.issued
2020
Cita de ítem
dc.identifier.citation
Teaching and Teacher Education 96 (2020) 103144
es_ES
Identifier
dc.identifier.other
10.1016/j.tate.2020.103144
Identifier
dc.identifier.uri
https://repositorio.uchile.cl/handle/2250/178718
Abstract
dc.description.abstract
This cross-national study contributes to the comparative literature on institutional variations in the regulation of the teaching profession by developing a theoretical typology articulated around teacher education, labor market regulation, and the division of labor. Drawing on Freidson's work on professionalism in the field of sociology of professions, our typology highlights four models of regulation - the 'market', the 'rules', the 'training', and the 'professional skills' models. We discuss how these models, embedded in a bureaucratic, market-oriented or professional approach, shape the regulation of the teaching profession and teachers' work in different contexts.
How do educational systems regulate the teaching profession and teachers’ work? A typological approach to institutional foundations and models of regulation