ABSTRACT
This chapter explores what it is to be a twenty-first-century teaching professional, and address the question of what practice requires teachers to learn. A critical professional identity is important in the development of more sophisticated notions of professionalism. A core element supporting teachers' critical professional identity and reflection as part of a more sophisticated notion of professionalism is their capacity for autonomous professional development. More sophisticated conceptions of professionalism acknowledge the importance of the integration of Aristotle's three types of knowledge: theoretical; technical and practical knowledge, and importantly include self-knowledge to enact professional artistry. Pedagogic expertise requires a combination of science, craft and art. The Teaching and Learning Research Programme's (TLRP's) Principles of Effective Teaching and Learning based on a synthesis of the research findings from school-based studies, provides a holistic picture of factors that enhance learning and act as a reflective tool for teachers to consider their practice.
