Abstract
This paper proposes a concept of professionalism which (a) distinguishes the essentially professional elements of teaching and (b) establishes in what areas philosophy of education might make an effective contribution to the professional development of teachers. The paper commences with the sociological literature on the formal characteristics of a profession. Four dimensions of teaching are then proposed in order to specify its professional elements. The notion of relevance which underpins my argument is taken to be a relational concept dependent upon the perspective of the person making the relevancy judgment. The relevance of ‘philosophy of education as reflection’ to each of the professional dimensions of teaching is discussed, and an argument mounted for the desirability of reflection as professionally relevant to the fourth dimension of teaching.