Supporting Democratic Discourses of Teacher Professionalism: The Case of the Alberta Teachers' Association

Y

27

Foreign Countries; Teaching (Occupation); Professionalism; Teacher Associations; Teacher Leadership; Professional Development; Discourse Analysis; Neoliberalism; Comparative Analysis; Case Studies; Semi Structured Interviews; Teacher Participation; Teacher Attitudes; Professional Identity; Role Perception; Change Agents; Democracy

1207-7798

This paper explores understandings related to teacher professionalism amongst a sample of highly engaged members of the Alberta Teacher's Association (ATA). Highlighting the many ways in which the Association supported members in their bid to embody roles as leaders, learners, advocates, and policy actors, I argue that the ATA serves as a platform for the development of teacher leaders and advocates who aim to improve the quality of education on a broader scale through their work both inside and outside the classroom.

As Provided

66

2015

EJ1083431