Teaching Profession In The Discourses Of UNESCO, OECD And European Union

Abstract

Global educational agendas are not exempt from the economic and social changes of recent decades. In this context, teachers are increasingly required and their definition is reconfigured. International organizations have played an important role in shaping teacher policies in education systems through various recommendations reflected in documents that suggest an in-depth study. The objective of this research is to analyze the definition of the teaching profession from a supranational perspective through a comparative study between UNESCO, OECD and the European Union. A total of 4,267 citations from 11 documents were analyzed with the help of the Atlas.ti software and the application of a Code book. The main results show a harmonization of the definition of the teaching profession at a supranational level centered on a systemic approach in which teacher training and the discourse of effectiveness predominate in determining professional ideals. It concludes by pointing out that autonomy and participation, unlike other professions, is not yet an essential part of teaching identity.