Constraints on the Professional Service of Education Faculty

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Abstract
Increases in external services performed by faculty are integral to the reform agendas for K-12 schools and departments, colleges, and schools of education. Calling for increased external serv ice and collaboration, however, will not by itself achieve this intended outcome. First, we need to understand the constraints that limit faculty service. These constraints include (a) the accom modation of education faculty to the perceived norms of faculty in colleges of arts and sciences, (b) the idealized, dominant model for professional education programs, (c) the quest for prestige, (d) the recruitment, preparation, orientations, and actions of education faculty, (e) tenure, pro motion, and reward systems, and (f) the missions, structure, and resources of education depart ments and colleges. Changed appropriately, these factors that constrain service may help to foster it. The implications of these factors are explored in light of the diversity among education faculty and their colleges and universities.

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