Teacher and Teacher Assistant profession. A critical study of an urban primary school in England

Abstract

This thesis delves into the perspectives on two intertwined concepts, professionalism, and professionalisation, within primary teachers in England. Motivated by a desire to comprehend the intricate relationship between these concepts and to assess the impact of education reform on this relationship, the research investigates how contemporary teachers and teacher assistants navigate the convergence of discourses surrounding professionalism and professionalisation. The primary research questions explore how these individuals adapt to this synergy and how their perspectives on professionalism and professionalisation differ. These inquiries lead to a subsidiary question: how do these differences contribute to shaping the culture in an urban school in England?The thesis critically evaluates deep-seated theoretical discrepancies, revealing interlinked forces shaping individual experiences within their respective contexts. The fieldwork provides a vivid and compelling portrayal of this relationship.Contributing on three main fronts, the thesis first offers a conceptual contribution by presenting a framework that transcends semantic barriers, providing a holistic approach that considers individual competencies alongside social hierarchies defining occupations. Secondly, at the policy-making level, it identifies a crisis between the enhancement of individual capabilities and the pursuit of public trust and status, emphasising the need for intervention at three distinct levels: individual, school, and socio-political. Lastly, on a sociological dimension, the study sheds light on an often-neglected occupational group, Teacher Assistants (TAs), demonstrating that their perspectives on professionalism are intricately linked to their professionalisation circumstances. Despite playing a pivotal role in the relationship between the school and the community, TAs are frequently excluded from discourses around professionalism.<br/