THE NEW PROFESSIONALISM - THE SYNTHESIS OF PROFESSIONAL AND INSTITUTIONAL DEVELOPMENT

This article explores some of the neglected and unintended consequence s of recent legislation in England and Wales designed to reform both e ducation in schools and teacher education. The two sets of reforms are rarely considered together, though they are linked. It is argued that there is emerging an associated shift in the values and practices of teachers, called the new professionalism. Nine forms of change are exp lored as its sources. It is suggested that at the heart of the philoso phy of the new professionalism is a synthetic relation between profess ional and institutional development. The new professionalism is seen a s a driving force towards what has been called the post-technocratic m odel of teacher education, one for which many teacher educators are cu rrently not well prepared.