Sociological Analysis on Teacher Credential for Middle and Elementary School Teachers: A Social Closure Perspective
By exploring the exclusion and group status characteristics of the social closure concept in neo-Weberian theory, this study investigated the applicability of the teacher accreditation credential system to represent the group status of the teaching profession. A credential system symbolizes a specific group status, and signifies the possession of particular knowledge and capabilities that enable monopolization of related services, engagement in social exchange, and attainment of psychological approval. The criteria for constructing social closure, including capital, exchange behavior, government mediation, and asset protection, were used to analyze how the Taiwanese teacher credential system can be adopted to formulate a social closure barrier to maintain the group status of domestic teachers. Some practical suggestions are offered, as follows: (1) The government can increase the difficulty of completing teacher education programs and obtaining teacher credential, thereby ensuring the value of teaching credentials. (2) A social closure barrier can be constructed on the basis of the exchange of professional knowledge and skills, establishing the basic credibility of the credential. (3) Cycles of rapid credential inflation and deflation should be prevented because they undermine the value of the credential as a symbol of professionalism. (4) Those who possess teacher credential should shape their professional identity through periodic credential renewal and acquisition of advanced credentials.
|關鍵詞||社會藩籬、教師證照、師資培育、地位群體、教師專業、social closure、teacher credentials、teacher education、status group、teacher professionalism|