Domains Of Disappointment For Contemporary Teachers
Daniel L. Duke, In The News, Teacher Bashing, Teacher Training, Teaching, Working Conditions Wednesday, October 7th, 2015
“It is my sincere belief that new teachers who are aware of the organizational and societal contexts in which they must work and who understand the nature of their clients are better able to withstand the induction period of teaching and eventually participate in the reconceptualization of the profession.”
| Domain | Expectations | Reality |
|---|---|---|
| Teaching tasks | Autonomy | Rules and procedures (formalization) |
| Opportunity to exercise personal judgment |
Routine work | |
| Challenging work | Ambiguity regarding goals | |
| Goal clarity | Insecurity | |
| Security | ||
| Students | Motivation to learn | Apathy |
| Willingness to respond to reason |
Behavior problems | |
| Respect for authority | ||
| Societal Context | Public support and appreciation |
Public criticism and impugning of motives |
| Adequate resources | Increasing pressure for greater results |
|
| Professional discretion | Diminishing resources | |
| Legal and governmental constraints |
||
| Higher Education | Training based on technical skills | Training based on general knowledge |
| Availability of scholarly assistance |
Research criticizing teachers | |
| Opportunities for continuing professional growth |
Trivial in-service programs | |
| Externally based innovation |
School improvement is nonpolitical |
School improvement is highly political |
| Innovations can leave schools worse off than before | ||
| Professional activities |
Collegiality | Isolation |
| Cooperation between teachers |
Competition between teachers | |
| Commitment to high ideals | Commitment to material selfinterests |
Daniel L. Duke. Teaching: The Imperiled Profession. State University of New York Press. ALBANY. 1984.
