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This title examines the issue of teacher professionalism as a social and political strategy to enhance the status and activities of the teaching profession. The book is contextualized within current debates, both government policy and scholarly, about teacher professionalism. Evidence to support the development of alternative forms of teacher professionalism utilizing new structural arrangements with various stakeholders through collaboration and cooperation, is represented using examples from Australia and elsewhere. Teacher inquiry is presented as an initiative whereby teacher professionalism can be developed. A strategy for re-establishing the moral and intellectual leadership of the teaching profession along activist lines is developed in the last section of the book. Issues surrounding teacher professional identity are examined in the light of the discourses that are shaping teacher professionalism. Rethinking professional identity provides a basis for developing new forms of teacher professionalism. "The Activist Teaching Profession" is both a wake up call and a call to action for teachers and the community alike.
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Table of Contents

Series editor's preface Teacher professionalism in transition Rethinking the practice of teacher professionalism The politics of professionalism Preparing activist teacher professionals Teacher research for professional renewal Professional in practice New professional identities for new times The activist teacher professional References Index.

About the Author

Judyth Sachs is Professor of Education at the University of Sydney. She is a past President of the Australian Association for Research in Education and a former member of the Executive and Council of the Australian College of Education. She has taught in schools in urban and remote Queensland and held academic positions at the University of Queensland, Griffith University before taking up her current position at the University of Sydney.

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