[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596770-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596770-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","discourses-of-teacher-professionalism-from-within-and-from-without-or-two-sides-of-the-same-coin","Discourses of Teacher Professionalism: \"From Within\" and \"From Without\" or Two Sides of the Same Coin?","","Drawing on data from a broader doctoral study, this paper examines how discourses of professionalism are shaped among highly engaged elementary teachers in the Elementary Teachers’ Federation of Ontario (ETFO). It frames professionalism as emerging through a politicized process of socialization where language sustains power structures and supporting cultures. The case study indicates teacher and union professionalism discourses are not necessarily mutually exclusive from government positions, but interact in complex ways over time.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/discourses-of-teacher-professionalism-from-within-and-from-without-or-two-sides-of-the-same-coin/596770/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/discourses-of-teacher-professionalism-from-within-and-from-without-or-two-sides-of-the-same-coin/596770.png","ImageObject",300,407,{"name":42,"@type":43},"Muffet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study investigate about teacher professionalism?","Question",{"text":63,"@type":64},"It explores influences on discourses of professionalism among highly engaged elementary teachers within ETFO, using data from a larger doctoral study.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper explain the role of language in professionalism?",{"text":68,"@type":64},"It argues that discourse takes shape within a politicized socialization system where language helps maintain power structures and the cultures that support them.",{"name":70,"@type":61,"acceptedAnswer":71},"Are teachers’ union professionalism discourses presented as separate from government discourses?",{"text":72,"@type":64},"No. The case suggests they are not necessarily mutually exclusive, and instead can form complex, mutually reinforcing relationships that change over time.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596770,1792166826,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Discourses of Teacher Professionalism: “From Within” and“From Without” or Two Sides of the Same Coin?  \nPamela Osmond-Johnson University of Regina  \nAbstract  \nDrawing on data from a larger doctoral study, this paper specifically explores influences on the discourses of professionalism amongst a sample of highly engaged teachers within the Elementary Teachers’ Federation of Ontario (ETFO). The study is rooted in the assumption that discourse takes shape within a highly politicized system of socialization where language plays a significant role in the maintenance of particular power structures and the cultures that support them (Hilferty, 2004) . Overall, the case suggests that the professionalism discourses of teachers and their unions and those of government are not necessarily as mutually exclusive as they are often presented in the literature.  \nKeywords; teacher professionalism, teacher federations, discourse analysis  \nIntroduction  \nOver the past thirty years, right wing political agendas have increasingly become the primary drivers of educational reform around the globe (Apple, 2007; Ball, 2003; Verger & Altinyelkin, 2012) . Amidst an onslaught of teacher-proof curricula, narrow accountability measures, standardized teacher competencies, and austerity measures, hegemonic discourses of teacher professionalism have constructed teachers as the implementers and subjects of educational change, rather than valued contributors and educational experts (Ball, 2003; Thomas, 2005) .  \nWithin these constraining circumstances, however, some teachers enact alternative discourses of teacher professionalism that conceive teachers’ role in educational change as extending beyond the four walls of their own classrooms. Most easily done as a collective venture, many teachers have become actively involved in reform-minded and proactive teacher unions who deliberately work to secure opportunities for their members to engage in the broader issues of schooling (Bangs & MacBeath, 2012; Bascia, 1997, 2000, 2008, 2009; Bascia & Osmond, 2012; Hilferty 2004, 2008; Kuehn, 2007; Murray, 2004; Naylor, 2005; Rottmann, 2011) .  \nIt is against this backdrop that the author engaged in a qualitative case study of the discourses of teacher professionalism amongst union active teachers within the Elementary Teacher’s Federation of Ontario (ETFO) . The aim of the study was to theorize the factors which have influenced the evolution of discourses of teacher professionalism and illuminate the institutional and historical cultures and structures that are at work. One of four teacher federations in Ontario, ETFO was formed in 1998 by the amalgamation of two of Ontario’s first teacher organizations-the Federation of Women Teachers’ Association of Ontario (FWTAO) and the Ontario Public School Teachers’ Federation (OPSTF) . ETFO was specifically chosen for the study because of their long-standing commitment to diverse professional learning (PL) and teacher leadership opportunities. This has instilled a vision of the teaching profession that portrays  \nteachers as valued pedagogical experts. While this vision was evident in the professionalism discourses of many of the ETFO members in this study, data also indicates that media coverage and government backlash against the work to rule campaigns, political protests, and strike actions that occurred leading up to the study had significantly impacted member discourses as well. These discursive influences were not static, however, nor are they as mutually exclusive as they are often presented in the literature. Rather, as illustrated in this paper, a complex, mutually reinforcing relationship exists between these elements that change over time as teachers, their unions, and governments respond to each other in new and evolving ways. In this way, the paper presents a new lens through which to view the discursive arena around notions of teacher professionalism. These findings are timely considering the increasing influence ","cbCaidoO1sFUBjFL","https://ap.wps.com/l/cbCaidoO1sFUBjFL","pdf",323955,12,"English","# Abstract\n# Introduction\n## What is Discourse?","[{\"question\":\"What does the study investigate about teacher professionalism?\",\"answer\":\"It explores influences on discourses of professionalism among highly engaged elementary teachers within ETFO, using data from a larger doctoral study.\"},{\"question\":\"How does the paper explain the role of language in professionalism?\",\"answer\":\"It argues that discourse takes shape within a politicized socialization system where language helps maintain power structures and the cultures that support them.\"},{\"question\":\"Are teachers’ union professionalism discourses presented as separate from government discourses?\",\"answer\":\"No. The case suggests they are not necessarily mutually exclusive, and instead can form complex, mutually reinforcing relationships that change over time.\"}]","Discourses of Teacher Professionalism: \"From Within\" and \"From Without\" or Two Sides of the Same Coin? | PDF",1792083683]