International Journal of Secondary Education

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The New Professionalism and the Shift to Team Teaching

Received: 06 March 2014    Accepted: 11 April 2014    Published: 20 April 2014
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Abstract

The objective of this paper is to propose a number of new directions for analysis and reflection in the emerging research field of collective teacher work. This paper is organized in two parts: the first situates the issue of collaborative work as part of the reforms and changes that have taken place in the teaching profession since the 1980s; the second relates this issue to the many ways of dividing up teaching work. This paper aims to lay the conceptual groundwork for a field that has been largely unexplored. This work is based on the studies of Professor Tardif’s research team on changes in the teaching profession and team teaching systems, and on recent research by Professor Borges on team teaching under secondary school reform programs

DOI 10.11648/j.ijsedu.20140202.11
Published in International Journal of Secondary Education (Volume 2, Issue 2, April 2014)
Page(s) 27-33
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Teaching Work, Changes in the Teaching Profession, New Professionalism, Division of Labor,Teacher Networks, Collaborative and Collective Work

References
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[2] Barrère, A. (2002) Pourquoi les enseignants ne travaillent-ils pas en équipe? Sociologie du travail, Elsevier, n. 44, p. 481-497.
[3] Borges, C. (2006). Colaboração docente e reforma dos programas escolares no QuebecEducação em Revista, Université fédérale de Minas Gerais, Brésil. No. 44, Décembre p. 229-256.
[4] Borges, C. and Lessard, C. (2005). Enseigner autrement à l’école secondaire ? L’annuaire du Quebec 2005. Éditions FIDES, p.329-334
[5] Borges, C. and Lessard, C. (2007). Qu’arrive-t-il quand la collaboration enseignante devient une norme? In.: Marcel, J-F., Dupriez, V., Périsset, D. (éd.) In.: Coordoner, collaborer, coopérer, des nouvelles pratiques enseignantes. France/Belgique: DeBoeck.
[6] Dubet, F. (2002) Le déclin de l’institution, Paris : Seuil, coll. L’épreuve des faits.
[7] Durkheim, É. (1973). De la division du travail social, Paris, Presses universitaires de France, 1e édition, 1930.
[8] Cherkaoui, M. (1978). “Système social et savoir scolaire :les enjeux politiques de la distribution des connaissances selon Durkheim”, Revue française de science politique, no 2, Paris, 1978, p. 313-349.
[9] Grossman, P.L. and Stodolsky, S.S. (1995) Content as Context: The Role of Subjects Secondary School Teaching. Education Researcher, Washington, DC: AERA, v. 24, n. 8, p. 5-23, Nov.
[10] Lang V. (1999). La professionnalisation des enseignants. Sens et enjeux d’une politique institutionnelle, Paris : PUF, Éducation et Formation.
[11] Lessard, C. (dir.) Nouvelles régulations et professions de l'éducation. Éducation et Sociétés, n° 6, 2000/2.
[12] Levasseur, L. and Tardif, M. (2005). « Les rapports professionnels entre les techniciens et les enseignants dans la division du travail au Quebec », Éducation et société. Revue internationale de sociologie de l’éducation, Paris, Institut national de la recherche pédagogique, De Boeck, numéro 15, 1, pp. 169-188.
[13] Levasseur, L. and Tardif, M. (2005). « L’essor du travail technique en milieu scolaire et son incidence sur l’organisation du travail » in Recherches sociographiques, Université Laval, XLVI, 1, pp.97-118.
[14] Levasseur, L. and Tardif, M. (2004). « Transformation de l’enseignement à la lumière de l’essor du travail des techniciens scolaires», Numéro thématique sur les Transformations de l’acte d’enseigner : segmentation et délégation. Revue Les sciences de l’éducation? pour l’ère nouvelle, Caen, France, volume 37, no 1, pp. 29-45.
[15] Lortie, D. (1975). School-Teacher : a sociological study. Chicago III : Chicago Press.
[16] Maroy, C. (2006). Ecole, régulation, marché. Paris: PUF.
[17] Ministère de l’Éducation (2005, 2010). Base de données PERCO. Québec : Gouvernement du Québec.
[18] National board for professional teaching standards (NBPTS). (2001). Five core propositions. http://www.nbpts.org/the_standards/the_five_core_propositio.
[19] NBPTS. (2002). What teachers should know and be able to do. National Office. Arlington, Va/Southfield, MI, USA. www.nbpts.org. 22p.
[20] National Staff Development Council (NSDC). Resolutions. http://www.nsdc.org/connect/about/resolutions.cfm National Staff Development Council. Standards for Staff Development, revised 2001. http://www.nsdc.org/standards/index.cfm.
[21] Ontario College teachers. Standards of practice for the Teaching profession. Government of Ontario, Canada, 1999.
[22] Siskin, L.S. (1991). Departments as Different Worlds: Subject Subcultures in Secondary Schools. Educational Administration Quarterly, Salt Lake City: University of Utah, v. 27, n. 2, p. 134-160, May.
[23] Standards of Professional Practice for Accomplished Teaching in Australian Classrooms. National Discussion (2000). Paper on Professional Teaching Standards. Publish by : Australian College for education (ACE), Australian Curriculum Studies Association (ACSA) et Australian Association for Research in education (AARE).
[24] Stodolsky, S. S. (1993). A framework for subject matter comparisons in high school. Teaching and Teacher Education, n. 9, p. 333-346.
[25] Stodolsky S. S. and Grossman, P. L.. (1995). The Impact of Subject Matter on Curricular Activity: An Analyses of five Academic Subjects. American Educational Research Journal, Washington, DC: AERA, v. 32, n. 2, p. 227-250.
[26] Tardif, M. and Lessard, C. (2004). La profession d’enseignant aujourd’hui. Évolutions, perspectives et enjeux internationaux. Quebec/Belgique: Presses de l’Université Laval/de Boeck, 313 p.
[27] Tardif, M. and Levasseur, L. (2003). Formes et enjeux de la division du travail dans l’école nord-américaine. Revue Politiques d’éducation et de formation. Analyses et comparaisons internationales, Louvain, De Boeck Éditeur, 2002, pp. 95-109.
Author Information
  • Faculty of Education Sciences, Université de Montréal, Montréal, Canada

  • Faculty of Education Sciences, Université de Montréal, Montréal, Canada

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  • APA Style

    Cecilia Borges, Maurice Tardif. (2014). The New Professionalism and the Shift to Team Teaching. International Journal of Secondary Education, 2(2), 27-33. https://doi.org/10.11648/j.ijsedu.20140202.11

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    ACS Style

    Cecilia Borges; Maurice Tardif. The New Professionalism and the Shift to Team Teaching. Int. J. Second. Educ. 2014, 2(2), 27-33. doi: 10.11648/j.ijsedu.20140202.11

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    AMA Style

    Cecilia Borges, Maurice Tardif. The New Professionalism and the Shift to Team Teaching. Int J Second Educ. 2014;2(2):27-33. doi: 10.11648/j.ijsedu.20140202.11

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  • @article{10.11648/j.ijsedu.20140202.11,
      author = {Cecilia Borges and Maurice Tardif},
      title = {The New Professionalism and the Shift to Team Teaching},
      journal = {International Journal of Secondary Education},
      volume = {2},
      number = {2},
      pages = {27-33},
      doi = {10.11648/j.ijsedu.20140202.11},
      url = {https://doi.org/10.11648/j.ijsedu.20140202.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijsedu.20140202.11},
      abstract = {The objective of this paper is to propose a number of new directions for analysis and reflection in the emerging research field of collective teacher work. This paper is organized in two parts: the first situates the issue of collaborative work as part of the reforms and changes that have taken place in the teaching profession since the 1980s; the second relates this issue to the many ways of dividing up teaching work. This paper aims to lay the conceptual groundwork for a field that has been largely unexplored. This work is based on the studies of Professor Tardif’s research team on changes in the teaching profession and team teaching systems, and on recent research by Professor Borges on team teaching under secondary school reform programs},
     year = {2014}
    }
    

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    AU  - Cecilia Borges
    AU  - Maurice Tardif
    Y1  - 2014/04/20
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    AB  - The objective of this paper is to propose a number of new directions for analysis and reflection in the emerging research field of collective teacher work. This paper is organized in two parts: the first situates the issue of collaborative work as part of the reforms and changes that have taken place in the teaching profession since the 1980s; the second relates this issue to the many ways of dividing up teaching work. This paper aims to lay the conceptual groundwork for a field that has been largely unexplored. This work is based on the studies of Professor Tardif’s research team on changes in the teaching profession and team teaching systems, and on recent research by Professor Borges on team teaching under secondary school reform programs
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