Professional Practice in School Teaching

Abstract

IN this article, three approaches to ‘professionalism’ are discussed. The functionalist approach makes a taxonomic list of characteristics which distinguish ‘real’ professions. The critical sociologists accept the taxonomic approach, but consider the social implications of seeking the public status of a ‘profession’. The third approach focuses on the practice of an occupation, which is more or less professional according to the utilisation of high level judgements. Teaching is an occupation of mass employment in a highly professionalised industry, and teacher unions and school authorities have significant roles to play concerning the professional practice of teachers. Yet the influence of the functionalist approach led to a distrust, denial and distortion of their roles, while the critical approach was not constructively incorporated into the key policy debates of the past decade. Developments may facilitate a teacher professionalism which best ensures high quality student learning in a difficult environment.