On the Faultline Between the Profession and the State: The Ambiguous Role of Teacher Professional Bodies

  • Noeline Alcorn

Abstract

The New Zealand Teachers Council was established in 2002 to enhance the professional status of teachers. Though its responsibility for teacher registration and discipline makes it a gatekeeper to the profession, its status is problematic. Self-regulation is key to the professional status of doctors, lawyers and engineers, but the powers of teaching councils internationally are limited. Governments, increasingly prescriptive about curriculum, assessment and achievement, are reluctant to surrender power over standards and accountability to a teacher dominated body. The article examines the challenges for teaching councils across four countries, as they grapple with complex issues of professionalism and accountability in the contested ground between teachers and the State.

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Author Biography

Noeline Alcorn
Published
2003-07-01
How to Cite
ALCORN, Noeline. On the Faultline Between the Profession and the State: The Ambiguous Role of Teacher Professional Bodies. The New Zealand Annual Review of Education, [S.l.], n. 13, july 2003. ISSN 1178-3311. Available at: <https://ojs.victoria.ac.nz/nzaroe/article/view/1451>. Date accessed: 25 oct. 2020. doi: https://doi.org/10.26686/nzaroe.v0i13.1451.

Keywords

Teachers and Teaching