Pretending Teaching is a Profession - Harness, Melissa
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My endeavor is to discuss why teaching is not, and has never been considered, part of the true professions. Although much rhetoric is aimed at classifying teachers as true professionals and the teaching field as a true profession, the historical, sociological, and societal means that govern the ideological foundation of a true profession are lacking in the field of education, specifically in public schools. By using a historical, sociological, philosophical, and linguistic analysis of the words true profession , along with unions , private teaching organizations, I am able to demonstrate not…mehr

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Produktbeschreibung
My endeavor is to discuss why teaching is not, and has never been considered, part of the true professions. Although much rhetoric is aimed at classifying teachers as true professionals and the teaching field as a true profession, the historical, sociological, and societal means that govern the ideological foundation of a true profession are lacking in the field of education, specifically in public schools. By using a historical, sociological, philosophical, and linguistic analysis of the words true profession , along with unions , private teaching organizations, I am able to demonstrate not only why teaching is not a profession, but that teaching will never be a profession, even when the discourse of teachers insist that teachers are professional . Teachers and the teaching field will continue to be classified as anything other than true professionals unless the education system as we currently know is replaced with a completely different way of viewing the job that teachers do.Therefore, I attempt to create a new classification for the field of teaching besides that of a profession.
Autorenporträt
Melissa Harness currently lives in Knoxville, Tennessee with her husband and two children. She holds a Bachelor Degree in History from East Tennessee State University and a Master Degree in Education from the University of Tennessee, where she is currently enrolled as a doctoral student in Education with a cognate in Public Policy.