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.