Regulación de la formación y la profesionalización docente en Inglaterra: implicaciones en la autonomía profesional y la acción sindical
DOI:
https://doi.org/10.5944/reec.44.2024.37941Palabras clave:
Profesión docente, Política educativa, Formación continua, Sindicato de profesores, Sociología de las profesiones, InglaterraResumen
Los procesos de reforma global plantean una serie de desafíos para los sistemas escolares, uno de ellos es la formación y profesionalización docente. Estos desafíos han implicado un proceso de confrontación de ideales y comprensiones sobre el oficio del profesorado, que evidencian el interés de distintos agentes por su regulación y control. Inglaterra ha sido uno de los países pioneros en instalar regulaciones sobre la formación y profesión docente basada en un modelo de mercado que se fue posteriormente transfiriendo a otros países. En este contexto, y desde el marco de la sociología de las profesiones, analizamos las principales características del modelo de regulaciones de la profesión docente en Inglaterra, incluyendo los ejes de formación inicial, regulaciones de los mercados laborales y división social del trabajo. Profundizamos, además, en la propuesta que los principales representantes del profesorado construyen en torno a ella a través de su participación en la formación continua. El modelo de profesionalización docente inglés se instala en un importante acuerdo entre distintos sectores políticos, conservadores y progresistas, consensuando la idea de que la docencia es una profesión posible de ser evaluada y cuya acción está centrada en el trabajo práctico. Esto desconocería otros ámbitos de la profesionalización como la investigación sobre la práctica y la reflexión de las propias concepciones docentes. En este ámbito, los sindicatos mayoritarios participan en la formación profesional, ofertando cursos y capacitaciones sobre diversas temáticas. Su propuesta se sustenta en una formación sobre la práctica, además del desarrollo de un modelo de activismo en el trabajo que parece ser relevante para el propio objetivo sindical. El modelo inglés se articula en torno a los principios del mercado que flexibiliza las condiciones para el ejercicio profesional, al mismo tiempo que ejerce un control externo basado en evaluaciones vinculadas a estándares profesionales del ejercicio práctico.
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