PROFESSIONAL PRACTICE IN SCHOOL TEACHING

IN this article, three approaches to 'professionalism' are discussed. The functionalist approach makes a taxonomic list of characteristics w hich distinguish 'real' professions. The critical sociologists accept the taxonomic approach, but consider the social implications of seekin g the public status of a 'profession'. The third approach focuses on t he practice of an occupation, which is more or less professional accor ding to the utilisation of high level judgements. Teaching is an occup ation of mass employment in a highly professionalised industry, and te acher unions and school authorities have significant roles to play con cerning the professional practice of teachers. Yet the influence of th e functionalist approach led to a distrust, denial and distortion of t heir roles, while the critical approach was not constructively incorpo rated 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.