摘要:In my research, I think the most important factor, which would affect the validity and reliability of the evidence, is that the respondents would distort the truth. During the interviews the truth sometimes is possible to be distorted or simply misrepresented.
(iv) control over practice or autonomy, and (v) a code of ethics etc, in other words, professionalization is viewed as a process whereby occupations have become, or seek to become a profession that is recognized publicly, in accordance with the degree to which they meet the alleged criteria. Erichsen has mentioned that scholarly writings , mainly in the 50s and 60s(e.g. Wilensky, 1964, Vollmer and Mills, 1966, Greenwood, 1957), have defined the notion of professionalization as a rout through which an occupation passes different stages in order to be qualified as profession (Erichsen, 1990:28).
The above-mentioned discussion implies that the process of professionalization is also a multi-route project and that the term has been the subject of intense debate and frequent disagreement. However, scholars (e.g. Clark, 1990; Burrage et al. 1990) have identified the following mechanisms to ensure or guarantee professionalization:
State recognition and delegation of power, which gives the profession a high degree of autonomy and some legal mechanisms to enforce its monopoly over the provision of its service and the use of its title;
Commitment to practicing a body of knowledge and skill of special value that are the result of specialized, systematic and scholarly training; and to maintain a fiduciary relationship with clients;
Specific material rewards and higher social prestige and recognition, which mean that the professionals have a high degree of motivation based on an idea of altruistic service rather than pursuit of material and economic gain;
Professional organization as a means of exercising control over recruitment, training, certification and standards of practice; and over access to basic occupation resources.
Professionalization of teaching occupation
The concept of professionalization has two different meanings when used with reference to teaching(Helsby, 1995 quoted in Hargreaves, 2000). Firstly, it refers to the quality of what professionals’ do, their conduct and outward behaviour, and the standard which guide this(Englund, 1996). Some scholars call this professionalism since it means improving the quality and standards of practice. Secondly, it relates to status and standing of professionals; to how teachers feel they are viewed by the general public in relation to their status, standing, regard and level of professional rewards. In this second meaning, professionalization implies improving status and standing. Hargreaves argues that these two concepts are often presented as supplementary projects(improved standards will lead to improved status), but in teaching “stronger professionalization does not always mean greater professionalism” (Hargreaves, 2000:152).
Erichsen(1990) and Helsby(1995) both recognize professionalization as a process of occupational change or a number of stages through which an occupation passes en route to qualification as profession. For instance, according to Helsby(1995), in the specific context of teaching ,what it means to be “professional”---professionalization, involves to two things: (i) improving quality and standard of practice(some scholars, e.g. Englund(1996), call it professionalism); and (ii) improving status, regard, rewards, etc(some scholars, e.g. Hargreaves(2000), call it professionalization).
The definitions from these two scholars are complementary and provide a workable framework for the study of professionalization of pr
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