Introduction
For structural-functionalists, the different functions of occupations position them within a stratification system, of which occupiers of its top level, professionals, need to be rewarded with high levels of autonomy, social status, and remuneration. Since they have devoted themselves to acquiring a set of professional traits, teachers are considered to meet the criteria for being regarded as professionals. Traditional professionals, such as doctors, lawyers, and engineers, are viewed as prototypes for developing criteria for professionalism. However, this perspective overlooks the dynamic nature of social development, which constantly reshapes the character of occupations and their positions in the division of labor. This weakness legitimatizes the interactionists’ argument that professionalization is a better concept to describe the interactive relation between professionalism and social changes. This interactive paradigm thus supports the idea of teacher professional...
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Chiang, TH., Trezise, D. (2019). Paradigm Shifts in Theories of Teacher Professionalism. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_1-1
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