In the European policies to increase the quality of teachers, much attention is given to the upgrading of qualifications. However, in European debates on teacher education, e.g. within the context of the Education & Training 2020 program, discussions about the qualification level are mostly restricted to initial teacher education. This raises the question what possibilities there are to raise the qualification level of teachers already working in schools. From this perspective, there is a need to take a closer look at in-service Master’s qualification programs, at existing arrangements and programs, at their focus and their impact on the professionalism of teachers. The paper addresses issues with respect to the conditions for successful in-service Master’s level qualification programs and reflects on content elements that should be part of the curriculum of these programs. In answering the question what content elements should be part of inservice Master’s programs that extend the minimum standards for teachers, the paper focuses on the ‘secondary role’ of teachers that extends beyond the primary process of teaching and learning and connects this to the concept of extended professionalism (Hoyle 1975, Stenhouse 1975). The paper concludes with a frame of reference that can be used to analyse the contribution of in-service Master’s level qualification programs to the professionalism of teachers.
MULTIFILE
Students in higher professional education are prepared for high level professional practice. To be able to fulfil their future roles, their educational programs aid them in developing their professionalism. This paper presents the conceptual and empirical search for a measurement model on professionalism. Professionalism is a multifaceted construct which is at best vaguely described in previous research. It is here conceptualized through the conceptual model by Griffioen (2019) as a personal integration of professional identity, professional knowledge and professional action that transforms over time through accommodation and assimilation practices. These practices imply the development of the (future) professional. Additionally, initial findings of the development of professionalism in students during their 4 year undergraduate degree are discussed.
The level of work engagement is an important aspect of organizational culture. In this empirical study the relation between engagement and experienced professionalism of probation officers is investigated. Starting from ideal-typical theories on professionalism, a psychometric instrument for measuring experienced professionalism was developed and administered to a sample of Dutch probation officers. Two reliable scales could be constructed that account for 64% of the variance in work engagement. Of these, professional ethos (humanistic values) is the most important predictor of work engagement in probation. Professional facilitation (support from the surroundings), however, also contributes to engagement.
