Discussion is currently being carried on among some students of professionalism as to whether or not teachers can be regarded as professionals. In this paper it is suggested that teaching does not presuppose professionalism in the sense that the work of a doctor or lawyer does. The teacher does, however, have certain opportunities to act professionally. A necessary, though not sufficient, condition for this to happen is that the traditional knowledge base of the teacher (subject knowledge) be extended to include a knowledge base covering curriculum analysis, the school as an organization, and local development work. To sum up, teachers’ professionalism is characterized as independent acts based on an attitude of reflection on the aims society wants its schools to achieve.
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