Skip to main content
SpringerLink
Log in

Professionalism, Research and Teaching

  • Chapter
  • First Online:
Mindfulness and Learning

Part of the book series: Lifelong Learning Book Series ((LLLB,volume 17))

  • 2460 Accesses

Abstract

The changing conceptions of professionalism in teaching and its umbrella activities are examined against the background of significant changes in the ways in which teaching is regarded by the public and central government. Different approaches to the theory and research which underpins teaching and teacher education are examined in the context of responses to the erosion of autonomy and ‘de-professionalisation’ of teaching in recent years. Drawing on mindfulness traditions, teaching is discussed as an instance of ‘right livelihood’ which is informed by a range of ethical and moral principles and values. Mindfulness may be used to reinforce the attempts to ‘re-professionalise’ teaching in the light of recent political, social and economic trends, and the development of research on mindfulness and learning at all levels can the support the goal of enhancing the affective dimension of education.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Allen, M., & Ainley, P. (2007). Education make you fick, innit? What’s gone wrong in England’s schools, colleges and universities and how to start putting it right. London: Tuffnell.

    Google Scholar 

  • Anderson, L. W. (Ed.). (1995). International encyclopedia of teaching and teacher education. London: Pergamon Press.

    Google Scholar 

  • Arguelles, A., & Gonczi, A. (Eds.). (2000). Competency based education and training: A world perspective. Mexico: Conalep/Noriega.

    Google Scholar 

  • Atkinson, T., & Claxton, G. (Eds.). (2000). The intuitive practitioner. Buckingham: Open University Press.

    Google Scholar 

  • Avis, J. (2009a). Rethinking trust in a performative culture: The case of education. In J. Avis, R. Fisher, & R. Simmons (Eds.), Issues in post-compulsory education and training: Critical perspectives (pp. 237–262). Huddersfield: University of Huddersfield Press.

    Google Scholar 

  • Avis, J. (2009b). Whither further education: Economism, instrumentalism and class. In J. Avis, R. Fisher, & R. Simmons (Eds.), Issues in post-compulsory education and training: Critical perspectives (pp. 371–379). Huddersfield: University of Huddersfield Press.

    Google Scholar 

  • Baer, R. A. (Ed.). (2006). Mindfulness-based treatment approaches. San Diego: Elsevier.

    Google Scholar 

  • Baker, D. P., & Wiseman, A. W. (2005). Global trends in educational policy (Vol. 6). London: Elsevier.

    Google Scholar 

  • Ball, S. J. (2007) Globalised, commodified and privatised: International trends in education and education policy. Paper presented to the PRESAM network, Berlin, October 2007. http://www.raumplanung.unidomund.de/irpud/presom/fileadmin/docs/presom/external/WS_Berlin,October_2007/Ball.pdf. Accessed February 9, 2011.

  • Barnett, R. (2000). Realizing the university in an age of supercomplexity. Buckingham: Open University Press.

    Google Scholar 

  • Barrow, R. (2009). Was Peters nearly right about education? In S. E. Cuypers & C. Martin (Eds.), Reading R.S. Peters today: Analysis, ethics and the aims of education (pp. 9–25). London: Wiley-Blackwell [Journal of Philosophy of Education, 43, Supplement 1, October 2009].

    Google Scholar 

  • Behling, O., & Eckel, N. (1991). Making sense out of intuition. The Academy of Management Executive, 5(1), 46–54.

    Google Scholar 

  • Berliner, P. F. (1994). Thinking in jazz: The infinite art of improvisation. Chicago: University of Chicago Press.

    Google Scholar 

  • Bloomer, M. (1997). Curriculum making in post-16 education. London: Routledge.

    Book  Google Scholar 

  • Bottery, M. (1998). Professionals and policy: Management strategies in a competitive market. London: Cassell.

    Google Scholar 

  • Brighouse, H. (2006). On education. London: Routledge.

    Google Scholar 

  • Burnett, R. (2009). Mindfulness in schools: Learning lessons from the adults – Secular and Buddhist. (www.mindfulnessinschools.org). Mimeo.

  • Campbell, A., McNamara, O., & Gilroy, P. (2004). Practitioner research and professional development in education. London: Paul Chapman.

    Google Scholar 

  • Carr, D. (1994). Educational enquiry and professional knowledge: Towards a Copernican revolution. Educational Studies, 20(1), 33–52.

    Article  Google Scholar 

  • Carr, D. (1996). The moral role of the teacher. Edinburgh: Scottish Consultative Council on the Curriculum.

    Google Scholar 

  • Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Lewes: Falmer Press.

    Google Scholar 

  • Cattley, C., & Lavelle, J. (2009). Mindfulness for schools: A training course for teachers and teenagers. Oxon: Goodwill Art Service.

    Google Scholar 

  • Chitty, C., & Simon, B. (Eds.). (1993). Education answers back. London: Lawrence & Wishart.

    Google Scholar 

  • Crane, R. (2009). Mindfulness-based cognitive therapy. London: Routledge.

    Google Scholar 

  • Crane, R. S., Kuyken, W., Hastings, R. P., Rothwell, N., & Williams, J. G. (2010). Training teachers to deliver mindfulness-based interventions: Learning from the UK experience. Mindfulness, 1(2), 74–86.

    Article  Google Scholar 

  • Cripps, S. (2002). Further education, government’s discourse: Policy and practice. Aldershot: Ashgate.

    Google Scholar 

  • Crossan, M., & Sorrenti, M. (1997). Making sense of improvisation. Advances in Strategic Management, 14(1), 155–180.

    Google Scholar 

  • Davies, P. (1999). What is evidence-based education? British Journal of Educational Studies, 47(2), 108–121.

    Article  Google Scholar 

  • Delamont, S. (1995). Teachers as artists. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (pp. 4–16). London: Pergamon Press.

    Google Scholar 

  • Elliott, J. (Ed.). (1993). Reconstructing teacher education. London: Falmer Press.

    Google Scholar 

  • Eraut, M. (1994). Developing professional knowledge and competence. London: Falmer Press.

    Google Scholar 

  • Fayerabend, P. (1987). How to defend society against science. In S. Hacking (Ed.), Scientific revolutions (pp. 156–167). Oxford: Oxford University Press.

    Google Scholar 

  • Fenstermacher, G. (1990). Some moral considerations on teaching as a profession. In J. Goodlad, R. Soder, & K. Sirotnik (Eds.), The moral dimensions of teaching (pp. 127–148). San Francisco: Jossey-Bass.

    Google Scholar 

  • Furlong, J. (2000). Intuition and the crisis in teacher professionalism. In T. Atkinson & G. Claxton (Eds.), The intuitive practitioner (pp. 87–112). Buckingham: Open University Press.

    Google Scholar 

  • Furlong, J., & Maynard, T. (1995). Mentoring student teachers: The growth of professional knowledge. London: Routledge.

    Google Scholar 

  • Gage, N. L. (1978). The scientific basis of the art of teaching. New York: Teachers College Press.

    Google Scholar 

  • GTCE. (2010). Professionalism and pedagogy. London: General Teaching Council for England.

    Google Scholar 

  • Hanh, T. N. (1999). The heart of the Buddha’s teaching. New York: Broadway Books.

    Google Scholar 

  • Hargreaves, D. (1995). Development and desire: A postmodern perspective. In T. R. Guskey & M. Huberman (Eds.), Professional development in education (pp. 23–46). New York: Columbia University Teachers College.

    Google Scholar 

  • Hayden, M., Thompson, J., & Levy, J. (Eds.). (2007). The Sage handbook of research on international education. London: Sage.

    Google Scholar 

  • Higgins, C. (2010). The good life of teaching: An ethics of professional practice. Journal of Philosophy of Education, 44(2/3), 237–273. August 2010.

    Google Scholar 

  • Hillier, Y. (2010). Critical practitioners, developing researchers: The story of practitioner research in the lifelong learning sector. Journal of Vocational Education and Training, 62(1), 89–101.

    Article  Google Scholar 

  • Hirst, P. H. (1996). The demands of professional practice, and practice and preparation for teaching. In J. Furlong & R. Smith (Eds.), The role of higher education in initial teacher training (pp. 165–189). London: Kogan Page.

    Google Scholar 

  • Hoyle, E., & John, P. (1995). Professional knowledge and professional practice. London: Cassell.

    Google Scholar 

  • Humphreys, M., & Hyland, T. (2002). Theory, practice and performance in teaching: Professionalism, intuition and jazz. Educational Studies, 28(1), 5–15.

    Article  Google Scholar 

  • Huppert, F. A., & Johnson, D. (2010). A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being. The Journal of Positive Psychology, 5(4), 264–274.

    Article  Google Scholar 

  • Hyland, T. (1996). Professionalism, ethics and work-based learning. British Journal of Educational Studies, 44(2), 168–180.

    Article  Google Scholar 

  • Hyland, T. (2000). Ethics, national education policy and the teaching profession. In M. Leicester, C. Modgil, & S. Modgil (Eds.), Systems of education: Theories, policies and implicit values (pp. 217–228). London: Falmer.

    Google Scholar 

  • Jamous, H., & Peloille, B. (1970). Professions or self-perpetuating systems. In J. A. Jackson (Ed.), Professions and professionalisation (pp. 57–83). Cambridge: Cambridge University Press.

    Google Scholar 

  • Keep, E. (2006). State control of the english education and training system – Playing with the biggest train set in the world. Journal of Vocational Education and Training, 58(1), 47–64.

    Article  Google Scholar 

  • Keown, D. (2005). Buddhist ethics. Oxford: Oxford University Press.

    Google Scholar 

  • Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: Chicago University Press.

    Google Scholar 

  • Langer, E. (2005). On becoming an artist: Reinventing yourself through mindful creativity. New York: Ballantine Books.

    Google Scholar 

  • Langford, G. (1978). Teaching as a profession. Manchester: Manchester University Press.

    Google Scholar 

  • Larson, M. S. (1977). The rise of professionalism: A sociological analysis. Berkeley: University of California Press.

    Google Scholar 

  • Lingard, B., & Ozga, J. (Eds.). (2007). The RoutledgeFalmer reader in education policy and politics. London: RoutledgeFalmer.

    Google Scholar 

  • Lomas, L. (2005). The McDonaldisation of lecturer training. In D. Hayes (Ed.), Key debates in education (pp. 175–179). London: RoutledgeFalmer.

    Google Scholar 

  • Luke, A. (2007). After the marketplace: Evidence, social science and educational research. In B. Lingard & J. Ozga (Eds.), The RoutledgeFalmer reader in education policy and politics (pp. 85–101). London: RoutledgeFalmer.

    Google Scholar 

  • Palmer, P. J. (1998). The courage to teach. San Francisco: Jossey-Bass.

    Google Scholar 

  • Peters, R. S. (1966). Ethics and education. London: Allen & Unwin.

    Google Scholar 

  • Rossin, D., & Hyland, T. (2003). Group work-based learning in higher education. Mentoring & Tutoring, 11(2), 153–161.

    Article  Google Scholar 

  • Rowland, S. (2000). Healthy marriage is on the rocks. Times Higher Education Supplement, October 27, 14.

    Google Scholar 

  • Schoeberlein, D., & Sheth, S. (2009). Mindful teaching and teaching mindfulness. Boston: Wisdom Publications.

    Google Scholar 

  • Schon, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

    Google Scholar 

  • Siegel, D. J. (2007). The mindful brain. New York: W.W. Norton & Co.

    Google Scholar 

  • Siegel, D. J. (2010). Mindsight. Oxford: Oneworld Publications.

    Google Scholar 

  • Simon, H. A. (1989). Making management decisions: The role of intuition and emotion. In W. H. Agor (Ed.), Intuition in organizations (pp. 37–58). Newbury Park: Sage.

    Google Scholar 

  • Smeyers, P., Smith, R., & Standish, P. (2007). The therapy of education. London: Palgrave MacMillan.

    Google Scholar 

  • Smolin, L. (2006). The trouble with physics. London: Penguin.

    Google Scholar 

  • Standish, P. (2007). Editorial. Journal of Philosophy of Education, 41(2), iii–iv.

    Article  Google Scholar 

  • Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.

    Google Scholar 

  • Symes, C., & MacIntyre, J. (Eds.). (2000). Working knowledge: The new vocationalism and higher education. Buckingham: Open University Press.

    Google Scholar 

  • Trusted, J. (1987). Moral principles and social values. London: Routledge & Kegan Paul.

    Google Scholar 

  • White, J. (2010). The coalition and the curriculum. Forum, 12(3), 299–309.

    Article  Google Scholar 

  • Whitty, G., Power, S., & Halpin, D. (1998). Devolution and choice in education: The school, the state and the market. Buckingham: Open University Press.

    Google Scholar 

  • Williams, M., Teasdale, J., Segal, Z., & Kabat-Zinn, J. (2007). The mindful way through depression. London: The Guilford Press.

    Google Scholar 

  • Yoffee, B. (2010). A brief history of expressive arts at the boys and girls club, Silver Spring, Maryland: Mimeo, (idsbks2@verizon.net).

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Arts, Media and Education, University of Bolton, Deane Road, BL3 5AB, Bolton, UK

    Terry Hyland

Authors
  1. Terry Hyland
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Terry Hyland .

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Hyland, T. (2011). Professionalism, Research and Teaching. In: Mindfulness and Learning. Lifelong Learning Book Series, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1911-8_11

Download citation

Publish with us

Policies and ethics

Search

Navigation