Summary:

In the first part of his work, Terhart shows the changes and the associated deprofessionalization of the traditional professions. This includes the development of a newcomer to the role, status and competence of a professional, back to ordinary professions with organizational regulations and employee mentality. Terhart classifies the teaching profession as not a liberal profession in view of the traditional concept of the profession. He attributes this to its strong integration into the hierarchically bureaucratically regulated apparatus of the state school and its compulsory commitment to the school law and compulsory education. As a result, the classic concept of the profession of teacher was no longer valid. Terhart considers three approaches in educational science to determine professionalism in the teaching profession. The three approaches include the structural-theoretical, the competence-theoretical and the occupational-biographical determination set. Within the structural-theoretical approach, Terhart shows the inconsistency of the tasks and demands placed on the teacher, but also the reflexive moment of increase through the self-critical, reflective turning back to one's own actions and professional development. Within the framework of the competence-theoretical approach, Terhart shows that the degree of professionalism can be defined on the one hand by the achievement of a certain level of competence, but that the effect of the teacher's actions in the form of a large increase in the students' learning and experience is nonetheless a major factor. Within the professional biographical approach, Terhart shows a more individualized, broader contextualized and at the same time life-historical-dynamic perspective that plays into the idea of teacher professionalism. Without wanting to standardise the three approaches, Terhart emphasises that each of the approaches provides important and sometimes mutually complementary and confirming insights. In the second part of his work, Terhart examines how the traditional understanding of the teaching profession is changing in the light of new instruments for steering school and classroom development. In doing so, he considers the model of New Pubic Management. This model stands for the implementation of economic efficiency and effectiveness thinking and is important for the academically trained professions within governmental institutions. He also considers the consequences of this development for the teaching profession and its understanding as a profession. Terhart also examines the regulatory system of Schleicher (2009), which Schleicher presented to the OECD in the context of educational research and new governance. The system of order consists of two dimensions, which are defined by the available knowledge of the education system about itself (much/less) and by the type of control (central/decentral). The combination of these control elements results in a four-field scheme that corresponds to different understandings of professionalism. Terhart also discusses empirical findings on the question of how teachers react to the involvement of the new steering instruments according to New Public Management and how this affected their work. Terhart presents a very broadly diversified reaction of the teaching staff. Terhart points out that the introduction of New Public Management poses similar structural problems as the comparison of the teaching profession with the classical professional criteria. Just as the transfer of the classical concept of the profession to the teaching profession was unsuccessful, the model of New Professionalism is not effective in elementary areas.

Language: German