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Socio-ecologies and teachers' professionalism: on the careers of Portuguese teachers over the last five decades
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Resumo(s)
This paper examines the construction and development of teacher professionalism in Portugal over the last five decades, drawing on a biographical-narrative study of 96 veteran teachers recognised by their peers as committed. Adopting a socio-ecological perspective, it analyses professionalism across micro, meso and macro levels and in relation to teachers’ life cycles. A mixed analytical strategy was used: deductive analysis based on Evans’s multidimensional model of professionalism, and inductive analysis to identify factors influencing its development over time. Findings reveal the emergence of a form of ‘positive professionalism’, particularly evident during the 1970s, 1980s and 1990s, characterised by strong commitment to students and social justice, collaborative and pedagogically transformative practices, professional agency and sustained engagement with educational knowledge. From the early 2000s onwards, teachers’ narratives point to a contrasting ‘negative professionalism’, associated with managerial governance, intensified bureaucratisation, reduced autonomy and growing demotivation. The study underscores the importance of alignment between teachers’ professional projects and educational policies, the relational and prospective nature of agency and the role of socio-educational ecologies across career stages. By foregrounding teachers’ lived experiences over time, it contributes to international debates on transformative professionalism and informs research and policy on teacher wellbeing and sustainable professional development.
Descrição
Palavras-chave
Teacher professionalism Biographical narrative methodology Socioecologies of teachers' identities Teacher lifecycles
Contexto Educativo
Citação
Editora
Routledge