Abstract
This article employs the concepts of ‘professional jurisdiction’ and ‘formal knowledge’ to examine threats to teacher professionalism in England arising from the British government's ‘workload remodelling’ policy to expand the numbers and remit of staff in schools without qualified teacher status. The connection between knowledge and professional control is discussed. It is argued that the lack of a codified body of knowledge for teachers may ultimately cause the erosion of teachers’ professional jurisdiction in English schools and a downgrading of their status. The repercussions of this for school leaders and managers and the wider implications this case study has for the sociological study of the professions are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
