Abstract
Many problems have been blamed for the crisis in public education. This article argues that the teaching occupation as it currently exists is one problem whose solution promises to yield significant consequences in terms of pupil learning. That solution, according to the author, is to restructure the teaching occupation to bring about a greater appreciation of and respect for teaching as a high-level activity that supports self-evaluative behavior — a professional consciousness that encourages teachers to see themselves as evolving practitioners capable of learning from errors, rather than as nonreflective paraprofessionals armed with a set of error-proof teaching methods applicable to all instructional settings.
Recommended Citation
Gifford, Bernard R.
(1985)
"Teaching--From Occupation to Profession: The Sine Qua Non of Educational Reform,"
New England Journal of Public Policy: Vol. 1:
Iss.
2, Article 7.
Available at:
https://scholarworks.umb.edu/nejpp/vol1/iss2/7
Included in
Education Policy Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons