Globally, enduring skepticism around professionalism in education systems has questioned the efficiency in which teachers meet students’ educational needs and their authority to do so. Presently, efforts toward professionalization in teacher education (TE) are threatened by neoliberal reforms promoting alternative pathways into teaching and performance-based accountability mechanisms to monitor teachers and schools. In the face of public mistrust and external threats, this conceptual paper aims to envision the future of TE in light of the complexities inherent to the notion of professionalism. To this end, two competing ideals of teaching, which represent co-existing conceptions of professional work in education are examined: The teacher as an expert clinician ideal entrenched in expertise-driven professionalism and the teacher as a democratic pedagogue grounded in democratic professionalism. I offer ways in which these competing discourses could be fused to set the discussion about professionalism in teaching and its implications for TE on firmer grounds.

中文翻译：

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面对公众的不信任，坚守阵地：教学和教师教育专业化的未来


在全球范围内，对教育系统专业性的持久怀疑质疑了教师满足学生教育需求的效率及其这样做的权威。目前，教师教育（TE）专业化的努力受到新自由主义改革的威胁，新自由主义改革提倡替代教学途径和基于绩效的问责机制来监督教师和学校。面对公众的不信任和外部威胁，本文旨在根据专业精神概念固有的复杂性来展望 TE 的未来。为此，我们考察了两种相互竞争的教学理念，它们代表了教育专业工作的共存概念：教师作为根植于专业知识驱动的专业精神的专家临床医生理想，以及教师作为根植于民主专业精神的民主教育者。我提供了一些方法，可以将这些相互竞争的话语融合在一起，以便在更坚实的基础上就教学专业性及其对 TE 的影响进行讨论。