ABSTRACT
In this chapter, the author discusses the concept of professionalism from different perspectives and how these definitions are associated with teaching. Depending on the educational context, it is possible to say that definitions of teacher professionalism focus on teachers' professional qualifications such as "being good at his/her job", "fulfulling the highest standards", "and "achieving excellence". Two versions of teacher professionalism are portrayed in the literature: "old professionalism" and "new professionalism". These two views are not completely opposite to each other. Sachs, who developed this classification, differentiates these two approaches. Old professionalism is concerned with exclusive membership; conservative practices; self-interest; external regulation; slowness to change and reactivity. The characteristics of new professionalism are inclusive membership; public ethical code of practice; collaboration and collegiality; activist orientation; flexibility and progressivism; responsiveness to change; self-regulating; policy-active; enquiry-oriented; knowledge building. New understandings of teacher professionalism provide professional space and conditions for teachers to take responsibility in their practices.
