Examining the Social Status of the Teaching Profession in Chile from the Visual Rhetoric of Universities

Introduction: This research explores the global dual crisis facing the teaching profession: low social status and declining appeal to new applicants. Using the theory of social status characteristics (Berger and Webster, 2018), the study analyzes social status iconography presented on Chilean universities' websites of elementary teachers programmes. The research focuses on how universities visually construct the teaching profession to appeal to prospective students.

Method: Based on visual analysis of rhetorics, as a context to interpret the presence of social status characteristics found in literature, we analyze a random sample of 48 images that derived from an initial census universe of 78 images anthropomorphics representing teachers that come from the websites of all universities in Chile the have initial teacher educations programmes (35 universities). The code book included iconographic characteristics of social status such as physical appearance, dress, gender, objects of knowledge (disciplinary, technological, etc.) and postural clues, as well as indicators of leadership.

Results. Three main rhetorics emerged from analysis: "Undifferentiated university student," "Student-teacher hands-on," and "Teacher in the classroom role." In this rhetoric we found characteristics of high social status, such as active postures and leadership roles, but mostly neglect key attributes like expertise, mastery of technology, and broader societal impact, which are essential in attracting future candidates to professions.

The study's findings underscore a feminized portrayal of the teaching profession, even today associated with maternal care logics. The absence of more contemporary status characteristics, such as technological proficiency and scientific expertise, is a significant revelation. The discussion points to universities' failure to construct a modern image of the teaching profession that reflects its high level of expertise and transformative societal role. This revelation may contribute to the profession's ongoing struggle with its status and appeal in today's workforce, providing crucial insight for educators, policymakers, and academics.