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sion and professionalization in the context of China. It also discuss the the actor-based framework which would be employed in the study.
Chapter three: methodology of the study, It outlines and justifies why the qualitative approach and case study would be used in this study, moreover, it indicates the data collection method and the problem I would face with in the process of collection.
Chapter four:the historical perspective of professionalization of primary-school teachers in Jiangyin The chapter provides the presentation of historical development of primary teaching occupation in the period I have studied.
Chapter Five: analysis and findings. With analysis and findings, this chapter examines the role of the state, the teaching training, the teachers’ vocational union and users respectively in the professionalization process of primary-school teachers.
Chapter six: conclusion and recommendations. It offers the conclusions and suggestions for improvement of the professionalization of primary teaching occupation.

 

CHAPTER TWO
THEORETICAL FRAMEWORK
Profession and professionalization
In order to analyse the professionalization of primary-school teachers in China, it is necessary to figure out the definition of profession and professionalization regarding to the teaching occupation in the context of China first.
The term “profession” has been debated in the perspective of sociology and the criteria which differentiate profession from other occupations have been strongly contested. Therefore, regarding how the concept of profession should be defined, scholars have not achieved the agreement. Referring to the literature, two major approaches can be distinguished in the study of professions: one tries to characterize different occupational groups and their particular roles in the society, while the other concentrates on the process through which an occupational group becomes a profession. It is important to be aware of that in any analysis of the professionalization or of the characteristics and professional development of an occupation the researcher must have a clear idea of what constitutes a profession and what are its essential elements. Although these matters have been intensively debated and frequently disagreed among scholars, Kocka provided a definition of profession from sociological point of view that may be workable for this study. His suggestion is as follows:
Profession means a largely non-manual, full time occupation whose practice presupposes specialized, systematic and scholarly training…. Access depends upon passing certain examinations, which entitle to titles and diplomas, thereby sanctioning
its role in the division of labour….[Professions] tend to demand a monopoly of services as well as freedom from control by others such as layman, the state, etc….Based upon competence, professional ethics and the special importance of their work for society and common weal, the professions claims specific material rewards and higher social prestige.(Kocka, 1985 quoted in Burrage ＆ Torstendahl, 1990:205)
The definition distinguishes clearly between characteristics that describe professional occupations and the demands and claims that they make, and provide clear criteria for recognizing both. Moreover, it provides criteria that can be operationalized and measured (Burrage et al, 1990).
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