Abstract: Three dimensions of teacher culture hinder educational improvement: individualism, conservatism and presentism. To promote the professional development of teachers, these three aspects in teacher culture should be eliminated. Classroom observation may be a useful method of eliminating individualism. The Ministry of Education in Taiwan has attempted to reduce the isolation of teachers to promote their professional growth. Because classroom observation discourse varies, teachers are generally unwilling to allow their teaching to be observed. However, classroom observations take place in the country in the form of school evaluations. The main purpose of this study was to explore the differences in teachers’ conservatism, individualism and presentism after classroom observations had been conducted at an elementary school in Taiwan. The research method was a qualitative case study involving interviews with the school principal, the director of academic affairs, and two classroom teachers. The following conclusions were drawn: (1) Educators in different positions viewed classroom observations differently; (2) The classroom teachers did not highly value classroom observation; (3) There was little change in the teachers’ conservatism, individualism and presentism after classroom observation.
Abstract: Dan C. Lortie’s Schoolteacher: A sociological study is
one of the best works on the sociology of teaching since W. Waller’s
classic study. It is a book worthy of review. Following the tradition of
symbolic interactionists, Lortie demonstrated the qualities who studied
the occupation of teaching. Using several methods to gather effective
data, Lortie has portrayed the ethos of the teaching profession.
Therefore, the work is an important book on the teaching profession
and teacher culture. Though outstanding, Lortie’s work is also flawed
in that his perspectives and methodology were adopted largely from
symbolic interactionism. First, Lortie in his work analyzed many
points regarding teacher culture; for example, he was interested in
exploring “sentiment,” “cathexis,” and “ethos.” Thus, he was more a
psychologist than a sociologist. Second, symbolic interactionism led
him to discern the teacher culture from a micro view, thereby missing
the structural aspects. For example, he did not fully discuss the issue of
gender and he ignored the issue of race. Finally, following the
qualitative sociological tradition, Lortie employed many qualitative
methods to gather data but only foucused on obtaining and presenting
interview data. Moreover, he used measurement methods that were too
simplistic for analyzing quantitative data fully.