ABSTRACT
As in many occupations, the beginning teacher is likely to find they are surrounded by references to the idea of a profession, of ‘being professional’ or ‘acting professionally’. At some point, whether in completing an initial training or in interviews for jobs or promotions, they are likely to be assessed against criteria that make explicit reference to the formation of professional relationships with colleagues and with students. The idea is used on a daily basis as a measure of our own and of others’ actions, but what does it mean? This chapter begins by considering a range of meanings and approaches of relevance to teachers of young people across the 14–19 age-range. It then looks at the routes into teaching and at certain of the changes to these, together with their implications. A section follows which explores the nature of professional knowledge in relation to teaching and teacher education. Two final sections look at the professional career in teaching and at continuing professional development.
