ABSTRACT

This chapter begins with a brief examination of key sociological contributions to an understanding of professionalism in modern, industrial democracies. It is suggested that ‘profession’ is a socially constructed and contested concept, meaning different things to different people at various times. Debates about teacher professionalism, which have traditionally focused on school teachers, are explored here in relation to teachers in the post-compulsory phase of education and training. It is their perspective that informs this discussion. Three constituent ideas of professionalism (autonomy, professional knowledge and responsibility) are discussed in detail and explored in relation to the variety of contexts in which these teachers work.