ABSTRACT
This chapter explores changing patterns of professionality amongst primary school teachers in Europe. Teaching is invariably included within the category of professions. However, sociological analysis takes one beyond the broad usage to 'unpack' the concept. Professionalisation is usually considered to be a unitary process, but it is perhaps necessary to differentiate between two elements that, although they are probably closely inter-related, can be conceptually distinguished for the purpose of analysis. The two elements are: meeting the criteria of a profession and increasing the professionality of teachers. Restricted professionals will vary in competence but the very best are excellent teachers within conventional mode, demonstrating a very high order of classroom skills. The concept needs further elaboration in relation to European primary school teachers, particularly those in centralised systems where the function of primary education is seen as transmitting a common curriculum.
