Teacher professionalism in a double field structure

Erna Nairz, Klaus Feldmann

Publication: Scientific journalJournal articlepeer-review

Abstract

While various forms of teachers' habitus have been described in education studies, little consideration has so far been given to their interaction with fields in schools. This article draws on Bourdieu's theory and related concepts of field, habitus, capital and doxa to explore types of teacher professionalism, especially in Austrian secondary schools where innovative measures and reforms have been introduced. By combining a model of teaching profession with a Bourdieu-based analysis in the interpretation of 70 interviews with secondary school teachers, we show that a double field structure has emerged in some schools, where a field of traditional teaching competes with one of new professional field teaching. We argue that further initiatives will be needed from the field of education policy and other forces in society to stabilise the field of new professional teaching. This article illustrates the dynamic interrelationship between professional habitus and conflicting fields in one particular school.
Original languageEnglish
Pages (from-to)795 - 808
JournalBritish Journal of Sociology of Education
Volume40
Issue number6
DOIs
Publication statusPublished - 2019

Austrian Classification of Fields of Science and Technology (ÖFOS)

  • 504005 Educational sociology
  • 504007 Empirical social research
  • 503006 Educational research
  • 503018 University didactics
  • 503 not use (legacy)
  • 503009 Adult education
  • 504021 Migration research

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