- 教育社会学研究 = The journal of educational sociology (ISSN:03873145)
- vol.43, pp.45-55, 1988-10-03
Since the 1970's, teacher professionalism has been criticized because of its consensual optimism, elitism and similarity to cultural reproduction. In this paper, I comment on the organizational traits of the school, that is, school is an organization which functions with vague organizational goals. In accordance with the traits of schools, teachers are required to conduct their everyday teaching activities, which have vague organizational goals, by their own volition and using their creativity. In addition, it is important to note that the school in Japan must be regarded as integrated not institutionally but culturally through the process of vocational socialization, allocation of resources and manipulation of symbols. In such an organizational situation, teacher professionalism must be reconsidered in relation to its invisible control over teachers based upon teachers' culture. According to this viewpoint, the problem is that the traits of teachers' culture -that is, collectivism as well as egalitarianism, and the paradigm of the school organization may easily congeal. Consequently, in this situation, the invisible control brought about by overemphasizing the autonomy based upon teacher professionalism may lead to a justification of the status quo and preventing innovations to take place in the school.