ABSTRACT

In recent decades, neoliberal logics have affected the teaching profession and, consequently, had a direct impact on teachers’ professionalism. The aim of this paper was to conduct a literature review to determine the most significant arguments and debates about teacher professionalism in the last 10 years and its relation to a transformative teacher attitude. Therefore, relevant review studies from 2011 to 2021 were analysed in order to respond to the following questions: “how can current scholarly publishing within teacher professionalism inform a transformative vision of education? What are the main themes identified and how do they relate in order to inform teachers’ professionalism?”. The themes of ‘professionalism’ and ‘agency’ are central to the current scientific debate, interconnected with the issues of professional development, leadership, and research. This paper hereby provides insight into alternative paths towards the (re)professionalisation of teachers, which response can be a ‘transformative professionalism’ framed by the interconnection of professionalism and agency. The process of continuous professional development in the context of autonomy appears as the elected form for this process of re-professionalisation and agency. School leadership and teachers’ research emerge as opportunities for professional development with these characteristics.

摘要

近几十年来，新自由主义逻辑影响了教师职业，从而对教师的专业精神产生了直接影响。本文的目的是进行文献综述，以确定过去十年中关于教师专业精神及其与变革性教师态度的关系的最重要的争论和辩论。因此，对2011年至2021年的相关回顾研究进行了分析，以回答以下问题：“当前教师专业领域的学术出版如何传达教育变革愿景？确定的主要主题是什么以及它们如何相互关联，以体现教师的专业精神？”。“专业主义”和“能动性”的主题是当前科学辩论的核心，与专业发展问题相互关联，领导力和研究。本文特此提供了对教师（再）专业化的替代路径的见解，其回应可以是由专业精神和能动性相互关联构成的“变革性专业精神”。在自治背景下持续专业发展的过程似乎是再专业化和代理过程的选定形式。学校领导和教师研究成为具有这些特征的专业发展机会。在自治背景下持续专业发展的过程似乎是再专业化和代理过程的选定形式。学校领导和教师研究成为具有这些特征的专业发展机会。在自治背景下持续专业发展的过程似乎是再专业化和代理过程的选定形式。学校领导和教师研究成为具有这些特征的专业发展机会。