Four Ages of Professionalism and Professional Learning
Abstract
This paper conceptualizes the development of teacher professionalism as passing through four historical phases in many countries: the pre-professional age, the age of the autonomous professional, the age of the collegial professional and the fourth age-post-professional or postmodern. Current experiences and perceptions of teacher professionalism and professionalization, it is argued, draw on all these ages. Conclusions are drawn regarding new directions in teacher professionalism, and the linking of professional projects to wider social movements for public education and its transformation.
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Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Buchanan (2015) cites Hargreaves (2000) to suggest teachers have become postprofessionals who implement decisions made by others.
“In the same vein, Buchanan (2015) cites Hargreaves (2000) to suggest teachers have become postprofessionals who implement decisions made by others.”
From Teacher agency and professional learning communities; what can Learning Rounds in Scotland teach us? (2017) · cites this paper as Hargreaves (2000)
Cites
The "Grammar" of Schooling: Why Has it Been so Hard to Change?
Tyack, D., & Tobin, W. (1994) · American Educational Research Journal · doi:10.3102/00028312031003453 · Cited by 1,169 · see citing works
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de Vries, S., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2013) · Teaching and Teacher Education · doi:10.1016/j.tate.2013.02.006 · Cited by 175 · see citing works
Teacher agency and professional learning communities; what can Learning Rounds in Scotland teach us?
Philpott, C., & Oates, C. (2017) · Professional Development in Education · doi:10.1080/19415257.2016.1180316 · Cited by 84 · see citing works
- Authors
- Hargreaves, A.
- Affiliations
- a Professor and Co-director, International Centre for Educational Change , Ontario
- Corresponding author
- Hargreaves, Andy
- ORCID
- Hargreaves, Andy
- Venue
- Teachers and Teaching
- Publisher
- Informa UK Limited
- Published
- 2000-06
- Volume
- 6
- Issue
- 2
- Pages
- 151-182
- ISSN
- 1354-0602 (ISSN-L)
- 1470-1278
- OpenAlex
- W2089214531
- Cited by
- 1,187
- References
- 1
- Citations by year
- 2026: 40 · 2025: 59 · 2024: 56 · 2023: 58 · 2022: 72 · 2021: 73 · 2020: 65 · 2019: 87 · 2018: 60 · 2017: 66 · 2016: 85 · 2015: 76 · 2014: 66 · 2013: 44 · 2012: 51
- FWCI
- 39.17
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teachers and Teaching (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Arts and Humanities › Philosophy › Education, Philosophy, and Society
- Keywords
- teacher professionalism, professionalization, postmodernism, teacher learning, public education reform
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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