<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022010000400013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Bons professores em um terreno perigoso: rumo a uma nova visão da qualidade e do profissionalismo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Connell]]></surname>
<given-names><![CDATA[Raewyn]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A13">
<institution><![CDATA[,Universidade de Sydney  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>36</volume>
<numero>numeroespecial</numero>
<fpage>163</fpage>
<lpage>182</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022010000400013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022010000400013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022010000400013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Ideias sobre o que caracteriza um “bom professor” são importantes para se possa refletir a respeito da reforma educacional, e elas têm ganhado destaque recentemente. Essas ideias são controversas e estão abertas a mudanças. A primeira parte deste artigo examina modelos do que é considerado um “bom professor” na Austrália, desde os bons servidores da era colonial, passando pelo ideal do professor erudito autônomo, até as atuais listas de competências dos docentes. A segunda parte examina mais detalhadamente o modo pelo qual as autoridades responsáveis pelo registro e credenciamento de professores, em governos neoliberais, definem um “bom professor”. A terceira parte oferece propostas para uma nova compreensão do conceito de “bom professor”, baseadas no entendimento do processo de trabalho e da dinâmica ocupacional do ensino, na estrutura intelectual dos estudos sobre a Educação e na própria lógica da educação como um todo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Ideas about what makes a good teacher are important in thinking about educational reform, and have come into focus recently. These ideas are contested and open to change. The first part of this paper traces models of the good teacher in Australia from the colonial-era good servant, through an ideal of the autonomous scholar-teacher, to contemporary lists of teacher competencies. The second part looks more closely at the incoherent but insistent way the good teacher is now defined under neoliberal governance by teacher registration authorities. The third part of the paper makes proposals for a new understanding of good teachers: based on understanding the labour process and occupational dynamics of teaching, the intellectual structure of Education studies, and the overall logic of education itself.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Trabalho Docente]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Qualidade]]></kwd>
<kwd lng="pt"><![CDATA[Profissionalismo]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberais]]></kwd>
<kwd lng="en"><![CDATA[Teachers Work]]></kwd>
<kwd lng="en"><![CDATA[Good Teaching]]></kwd>
<kwd lng="en"><![CDATA[Professionalism]]></kwd>
<kwd lng="en"><![CDATA[Neoliberal Policies]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Bons professores em um terreno perigoso: rumo a uma nova  vis&atilde;o da qualidade e do profissionalismo.</h2> <h3>Good teachers on  dangerous ground: towards a new view of teacher quality and professionalism.</h3>     <p>&nbsp;</p> <h4>Raewyn Connell    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DOHERTY]]></surname>
<given-names><![CDATA[R.A.]]></given-names>
</name>
<name>
<surname><![CDATA[MCMAHON]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Politics, change and compromise: restructuring the work of the Scottish teacher.]]></article-title>
<source><![CDATA[Educational Review]]></source>
<year>2007</year>
<volume>59</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>251-265</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ESTOLA]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[ELBAZ-LUWISCH]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Teaching bodies at work.]]></article-title>
<source><![CDATA[Journal of Curriculum Studies]]></source>
<year>2003</year>
<volume>35</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>697-719</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HEBSON]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[EARNSHAW]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[MARCHINGTON]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Too emotional to be capable? The changing nature of emotion work in definitions of "capable teaching".]]></article-title>
<source><![CDATA[Journal of Education Policy]]></source>
<year>2007</year>
<volume>22</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>675-694</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HOADLEY]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Time to learn: pacing and the external framing of teachers' work.]]></article-title>
<source><![CDATA[Journal of Education for Teaching]]></source>
<year>2003</year>
<volume>29</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>265-274</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KLEINHENZ]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[INGVARSON]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Teacher accountability in Australia: current policies and practices and their relation to the improvement of teaching and learning.]]></article-title>
<source><![CDATA[Research Papers in Education]]></source>
<year>2004</year>
<volume>19</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>. 31-49</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[REID]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Understanding teachers' work: is there still a place for labour process theory?]]></article-title>
<source><![CDATA[British Journal of Sociology of Education]]></source>
<year>2003</year>
<volume>24</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>559-573</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[STEVENSON]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Restructuring teachers' work and trade unions in England: bargaining for change?]]></article-title>
<source><![CDATA[American Educational Research Journal]]></source>
<year>2007</year>
<volume>44</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>224-251</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[STODDARD]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[KUHN]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Incentives and effort in the public sector: have US education reforms increased teachers' work hours?]]></article-title>
<source><![CDATA[Economics of Education Review]]></source>
<year>2008</year>
<volume>27</volume>
<page-range>1-13</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WEBER]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Globalization,"glocal" development, and teachers' work: a research agenda.]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>2007</year>
<volume>77</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>279-309</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
