1、1590 单词， 8800 英文字符， 3000 汉字 出处： Hargreaves L. The status and prestige of teachers and teaching M International handbook of research on teachers and teaching. Springer US, 2009: 217-229. 原文 The status and prestige of teachers and teaching Linda Hargreaves Introduction Teachers are entrusted with the
2、task of ensuring childrens intellectual growth and preparing each new generation to meet the challenge of the future. One might expect that such important work would enjoy high status and considerable respect and reward within any society, but as we shall see this is not always the case: while teach
3、ers in some countries enjoy high salaries and comfortable working conditions, elsewhere they may have to do two jobs in order to survive, or they may not have been paid for months. Fortunately, as Lortie (1975) pointed out, teachers tend to seek the psychic rewards the desire to give children a good
4、 start in life and the pleasure of seeing them learn rather than material rewards for their work. Unfortunately, Hoyle (2001), noting the British Labour governments determination to raise the image, morale and status of teachers e.g., DfES (Department for Education and Skills), 1998 sees this vital
5、relationship with children as an intractable barrier to improved prestige for teachers. In this chapter we shall explore these matters further, beginning with definitions of status and prestige, moving on to consider the current status of teachers, the hypothetical determinants of teachers status, t
6、he impact of various policies and, finally, the consequences of the status of teaching for the profession. How Is Teachers Prestige Determined? Several models and lists of the determinants of teachers occupational prestige exist and we shall consider a few of them here. The common features of these models include socio-historical precedents, the size and nature of the teaching force, salaries and qualifications, image, knowledge and expertise. Hoyles (2001) framework of
