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It traces how, after 1979, competitive educational institutions shifted learning toward higher grades as instruments for economic growth and profit. Contrasting this trend, OECD research supports classroom-based individual or collaborative inquiry by teachers, with the British Education Research Association linking teacher research to improved learner outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/praxis-pedagogy-and-teachers-professionalism-in-england/598204/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/praxis-pedagogy-and-teachers-professionalism-in-england/598204.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does OECD define teacher professionalism in this article?","Question",{"text":112,"@type":113},"OECD defines teacher professionalism as the knowledge, skills, and practices teachers must have to function as educators, grounded in a 2012 survey across 34 countries and economies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article argue democratic teacher professionalism was undermined after 1979?",{"text":117,"@type":113},"It links the shift to globalised knowledge economies and increasingly competitive institutions, where learning was aimed at higher grades to support economic growth and profit.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits does the article attribute to teachers engaging in research?",{"text":121,"@type":113},"It reports that OECD and the British Education Research Association conclude teachers conducting classroom-based research can positively affect learner outcomes by strengthening an education system’s internal capacity for progress.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598204,1792189209,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","doi: 10.26529/cepsj.874  \nPraxis, Pedagogy and Teachers’ Professionalism in England  \nAndrea Raiker1  \n• The article considers current teachers’ participation in educational research in England and whether Stenhouse’s perception that such involvement was necessary to stall the political undermining of democratic teacher professionalism has been addressed. Stenhouse instigated the emergence of the teacher-as-researcher movement, whereby teachers engaged with a process that created knowledge and practice. From 1979, when the Conservative Margaret Thatcher became Prime Minister, the increasing dominance of globalised knowledge economies turned knowledge away from being a process into a product. Teacher and student education became controlled and consumed by increasingly competitive educational institutions. Learning became aimed at assuring the attainment of higher grades to increase the country’s economic growth and profit, leading to democratic teacher professionalism being undermined. However, contemporary research by the Organisation for Economic Cooperation and Development has indicated that teacher professionalism should involve teachers in conducting classroom-based individual or collaborative research. In addition, a recent academic inquiry by the British Education Research Association has concluded that teachers as researchers, in both literate and practical terms, will have a positive impact on learner outcomes by developing an education system that has the internal capacity to direct its own progress. At the sametime, the Department for Education in England commissioned a two-year study to assess progress towards an evidence-informed teaching system. Taking a systematic literature approach, the present article considers the extent to which current teacher education and practice encourage teacher research as a form of developing pedagogical practice, in other words, praxis, in order to re-establish democratic teacher professionalism in England. It also explores whether there are alternative practices to create the same, or a similar, outcome.  \nKeywords: pedagogy, praxis, professionalism, critical reflection, research  \n1 University of Bedfordshire, United Kingdom; [dr.a.raiker@gmail.com](dr.a.raiker@gmail.com).  \nPraksa, pedagogika in učiteljska strokovnost v Angliji  \nAndrea Raiker  \n• Prispevek obravnava trenutno udeležbo učiteljev pri raziskovanju izobraževanja v Angliji in preverja, ali je bilo naslovljeno Stenhousovo dojemanje, da je takšna vpletenost nujna za zadrževanje političnega spodkopavanja demokratične učiteljske strokovnosti. Stenhouse je sprožil nastanek gibanja učitelja kot raziskovalca, s čimer so se učitelji vklopiliv proces, ki je ustvaril znanje in prakso. Od leta 1979, ko je konservativka Margaret Thatcher postala premierka, je naraščajoča prevlada globaliziranih ekonomij znanja znanje preusmerila od procesa k produktu. Izobraževanje učiteljev in študentov je postalo nadzorovano in prežeto s strani čedalje konkurenčnejših izobraževalnih ustanov. Cilj znanja je bil zagotoviti doseganje višjih ocen, s katerimi bi se povečalagospodarska rast in dobiček države, kar pa je vodilo v spodkopavanje demokratične učiteljske strokovnosti. Aktualne raziskave Organizacije za gospodarsko sodelovanje in razvoj pa kažejo, da bi morala učiteljeva strokovnost vključevati učitelje v izvajanje individualnih ali skupnih raziskav v učilnici. Poleg tega je nedavna akademska preiskava Britanskega združenja za raziskovanje izobraževanja (angl. British Education Research Association) ugotovila, da bodo učitelji kot raziskovalci v teoretičnem in praktičnem smislu pozitivno vplivali na rezultate učenja z razvojem izobraževalnega sistema, ki ima notranjo zmožnost po usmerjanju lastnega napredka. Hkratije angleško ministrstvo za izobraževanjenaročilo dveletno raziskavo, s katero bodo ocenili napredek v sistemu, ki bi temeljil na informiranju o izsledkih. Prek sistematičnega pregleda literature prispevek obravnava, kako trenutno ","cbCaiueAY4aIKoLy","https://ap.wps.com/l/cbCaiueAY4aIKoLy","pdf",159645,"English","# Introduction\n## Teacher professionalism definitions and prerequisites\n## Communicative action and communities of enquirers","[{\"question\":\"How does OECD define teacher professionalism in this article?\",\"answer\":\"OECD defines teacher professionalism as the knowledge, skills, and practices teachers must have to function as educators, grounded in a 2012 survey across 34 countries and economies.\"},{\"question\":\"Why does the article argue democratic teacher professionalism was undermined after 1979?\",\"answer\":\"It links the shift to globalised knowledge economies and increasingly competitive institutions, where learning was aimed at higher grades to support economic growth and profit.\"},{\"question\":\"What benefits does the article attribute to teachers engaging in research?\",\"answer\":\"It reports that OECD and the British Education Research Association conclude teachers conducting classroom-based research can positively affect learner outcomes by strengthening an education system’s internal capacity for progress.\"}]","Praxis, Pedagogy and Teachers’ Professionalism in England | PDF",1792086477]