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Gunzenhauser, University of Pittsburgh  \nIn this essay, I argue that inquiry and engagement in the social foundations of education is fundamental to cultivating professionalism in education. As many commentators on the subject have noted, teaching does not meet many of the criteria of a profession derived from the sociological study of fields of work. As Joseph Newman observes, typically teaching is offered the category of “occupation,” or it can be considered to be a semi-profession or an emerging profession.1 William Segall and Anna Wilson point to the activities of professional associations, the work of education scholars, and rising standards for teacher preparation as evidence of promise for the future professionalization of teaching.2 In contrast, Kenneth Strike argues that the drive for professionalism is counter-productive to the democratic aims of education,3 and others argue for recasting the debate about professionalism in terms more consistent with the moral aims of education.4  \nMy own approach in this essay is to make the aims and characteristics of professionalism an object of inquiry in educational practice. Engaging in the social foundations leads us to understand that the very idea of professionalism in education is constituted by ethical practices of teaching. I wish to argue that the social foundations are crucial to help us define and defend what professionalism may look like in education, making use of the uniqueness of education asan institution and the unique qualities of teaching as a profession. Although discussions about professionalism are generally limited to the profession of teaching and specifically to public school settings, my arguments apply as well to the professional standing of educators in various educational settings, both formal and informal. While I draw mainly from philosophy, philosophy of education, and social theory, I also briefly name additional value to be gained from other foundational disciplines toward defining and cultivating professionalism. Especially in our current context, when we are witnessing fairly widespread negative effects on teacher professional-  \n1. Joseph W. Newman, America’s Teachers: An Introduction to Education, 4th Ed. (Boston, MA: Allyn and Bacon, 2002), 128-33.  \n2. William E. Segall & Anna V. Wilson, Introduction to Education: Teaching in a Diverse Society (Upper Saddle River, NJ: 1998), 27-44.  \n3. Kenneth A. Strike,“Is Teaching a Profession: How Would We Know?” Journal of Personnel Evaluation in Education 4, no. 1 (1990), 91-117; Kenneth A. Strike,“Professionalism, Democracy, and Discursive Communities: Normative Reflections on Restructuring,” American Educational Research Journal 30, no. 2 (1993), 255-75.  \n4. See Barry L. Bull,“The Limits Of Teacher Professionalization,” in The Moral Dimensions of Teaching, ed. John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik (San Francisco: Jossey-Bass, 1990), 87-129; Elizabeth Campbell,“The Ethics Of Teaching as a Moral Profession, Curriculum Inquiry 38, no. 4 (2008): 357-85; Elizabeth Campbell,“Teaching Ethically as a Moral Condition of Professionalism,” in The International Handbook of Moral and Character Education, ed. Larry P. Nucci & Darcia Narvaez (New York: Routledge, 2008), 601-17; Walter Feinberg,“The Moral Responsibility of Public Schools,” in The Moral Dimensions of Teaching, ed. John I. Goodlad, Roger Soder, and Kenneth A. Sirotnik (San Francisco: Jossey-Bass, 1990), 155-87; Gary D. Fenstermacher,“Some Moral Considerations on Teaching as a Profession,” in The Moral Dimensions of Teaching, ed. John I. Goodlad, Roger Soder, & Kenneth A. Sirotnik (San Francisco: Jossey-Bass, 1990), 130-51; Hugh Sockett,“Accountability, Trust, and Ethical Codes of Practice,” in The Moral Dimensions of Teaching, ed. John I. Goodlad, Roger Soder, & Kenneth A. Sirotnik (San Francisc","cbCaivdLSlQAzZq1","https://ap.wps.com/l/cbCaivdLSlQAzZq1","pdf",470818,13,"English","# An Occupation’s Responsibility: The Role of Social Foundations in the Cultivation of Professionalism\n## A Context in Social Foundations","[{\"question\":\"What concern does the author raise about current education policy?\",\"answer\":\"The author warns that high-stakes accountability policy can produce negative effects on teacher professionalism, arguing for cultivating professional judgment and responsibility in pre-service teachers and other educator trainees.\"}]","An Occupation’s Responsibility - The Role of Social Foundations in the Cultivation of Professionalism | PDF",1792089169,33]