ABSTRACT
There is a close relationship between the conception of the knowledge-base of teaching and the social position of teaching as a profession. This point is illustrated by a short sociological/historical analysis of the development of theories of teaching and the social position of teachers. During the last ten to fifteen years there has been a permanent struggle concerning the status of the teachers. During the same period the knowledge-base of teaching has become dominated by the ‘reflective’ approach. A revision of the reflective approach is recommended if it is going to support the development of teachers’ professionalism.
