Teoretyczne konteksty pedagogicznej profesjonalności (w tym nauczycielskiej)
Theoretical contexts of pedagogical professionalism (including teacher professionalism)

Summary/Abstract: The article presents three theoretical contexts for consideration of professionalism, related to the specifics of pedagogical activities, including teaching. The traditional attributional concept of profession is discussed as it explains the distinctive position of certain professions. In this concept, pedagogical professions are considered quasiprofessions (incomplete professions) due to the limited autonomy of action of their representatives. Two variants of “ competent professionalism” are also described, since this approach is closest to common sense (after all, professionals do what laymen can’t). The proposed set of competencies is derived either from a more general theory or from the tasks and responsibilities assigned to a given profession (or institution). The final part also hints non-normative concepts of structural-interactive professionalism, exposing structural tensions in the space of professional action and the interpretative dimension of interaction. The goal of theoretical reflection on the conditions of professional action may be to support the development of practitioners’ self-awareness, and thus increase their professionalism.

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