How are regulations affecting teachers' professional identity?
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Impact of Regulations on Teachers' Professional Identity
Introduction
The professional identity of teachers is significantly influenced by various regulations and policies. These regulations can shape how teachers perceive their roles, their professional development, and their overall job satisfaction. This article synthesizes findings from multiple research papers to understand the effects of regulations on teachers' professional identity.
Negative Impact of Legislation on Teacher Identity
Portuguese Legislation and Teacher Perceptions
Recent Portuguese legislation, specifically the Teaching Career Statute and the Evaluation of Teacher Performance regulations, has had a notable negative impact on teachers' professional identity. The legislation has affected teachers' perceptions of their professional development, which in turn has influenced their pedagogical practices, teamwork, and professional investment. This negative impact is evident in the educational success of their students and the overall morale of the teaching staff.
Increased Accountability and Reduced Autonomy
Over the past two decades, there has been a shift in the operational definitions of teacher professionalism due to changes in curriculum control, assessment, and public accountability measures. These changes have led to a reduction in traditional classroom autonomy, pressuring teachers to comply with competency-based agendas. This shift has limited attention to teachers' identities, which are crucial for sustaining motivation, efficacy, commitment, job satisfaction, and effectiveness.
Legal Protection and Professionalism
Rights and Responsibilities Under Legal Frameworks
Teachers are granted certain rights and responsibilities under legal frameworks such as Act No.14 Year 2005 on Teachers and Lecturers and Government Regulation No.74 Year 2008. These regulations entitle teachers to various benefits, including basic salary, professional allowances, and additional benefits based on achievement and legal standards. However, despite these protections, teachers often face violence, threats, discriminatory treatment, and unfair treatment from students, parents, society, and bureaucracy. These adverse conditions can undermine their professional identity and sense of security.
Documentation and Professional Identity in Preschool
Tension Between Occupational and Organizational Professionalism
In the context of preschool education, increased policy demands for documentation have shaped the teaching profession and professional identities. Teachers navigate the tension between occupational professionalism, which is based on collegial authority, and organizational professionalism, which is regulated by policy and bureaucracy. Interviews with preschool teachers reveal that different professional identities emerge during the policy interpretation process, influencing how teachers deal with changes. Strengthening occupational professionalism by valuing teachers' experiences and professional standards could benefit professionals, children, parents, and authorities alike.
Conclusion
Regulations and policies play a crucial role in shaping teachers' professional identity. While some regulations provide necessary protections and benefits, others can negatively impact teachers' perceptions of their roles and professional development. Balancing occupational and organizational professionalism and addressing the adverse conditions faced by teachers are essential for fostering a positive professional identity and ensuring the effectiveness and satisfaction of educators.
Sources and full results
Most relevant research papers on this topic
The work, perceptions and professional development of teachers
The Legal Protection of Teacher Professionalism
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Teachers' Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities
Reconsidering research on teachers' professional identity
Student teachers' professional identity
Developing teachers’ and teacher educators’ professional identity in changing contexts
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Impact of Team Teaching on Student Teachers’ Professional Identity: A Bayesian Approach
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