ABSTRACT
Professionals such as doctors, academics, teachers, accountants, lawyers, engineers, civil servants that is those groups commonly thought of as professional by the lay public, academics, the professionals themselves and so on. Such professionalism discussions must be held with political discourses in mind. In the corporate world of school, teachers work efficiently and effectively, meet standardised criteria and contribute to formal accountability structures. The multiplicity of professional organisations and unions to which different sections of the teaching force have belonged has both reflected and reinforced such divisions. Labour's third term saw renewed emphasis on workforce remodelling rather than a concentration on initial teacher education as a site for intervention and was coupled with tightly prescribed national standards. Holroyd marks the need to consider the history involved in the changing face of social constructions and Ozga posits that professionalism is best considered in a policy context.
