London Metropolitan University Research Institutes
 

The social deprivation of teachers in Italy, Belgium, Cyprus, Libya

Author(s) Chistolini, S., Verkest, H.  
Publisher CiCe Publications  
Year 2006  
Editor A. Ross, Citizenship Education: Europe and the World  
Language English  
Age group -  
Keywords/Abstract
Teachers have different visions of school collegiality and autonomy . Certain forms have a more positive influence on teachers’ professional development. Five possible categories of professional interests are : material, organisational, social-professional, cultural-ideological and self-interests. The general hypothesis of social deprivation is defined with five indicators: concept of school work; the teacher’s identity; rapport with the socio-political system; philosophy of the reference education; moral aspects of the profession. This was tested with teachers in an empirical study in Italy, Cyprus, Libya, and Belgium. The study highlights differences in social perception of the teaching role. Teachers experience their profession by either perceiving greater devotion to the community, or feeling separated from a social context that does not appreciate their work enough.
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   Page last updated 09 March 2011