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imary-school teachers in China.
Therefore, in this study the term “professionalization” is used to refer to the occupation of teaching as a process of occupational change that denotes the enhancement of both standard and quality of practice, as well as the status and level of vocational rewards, as emphasized by Helsby(1995).

Actors that characterize the professionalization of teaching occupation
While professionalization refers to a process, there are five main models regarding to the teaching occupation.
The first one is the trait model. This model’s “claims for professional status are themselves the major conditions for professionalization”(Johnson, 1972:31). Wilensky(1964:142-6) suggested the following stages of professionalization in the American context: the emergence of a full-time occupation; the establishment of a training school; the founding of professional association; political agitation directed toward the protection of the association by law; and the adoption of a formal code.
The second one is functionalist model which focus on functions in defining the concept of professionalization of an occupation. Barber (1963) clearly acknowledge the role of specific groups or organizations in the professionalization process and he pointed out four essential attributes in defining professional behaviour: a high degree of generalized and systematic knowledge; primary orientation to the community interest rather than to individual self-interest; a high degree of practitioners’ self-control through a code of ethics imposed by an association and s system of rewards(monetary and honorary). Judges indicated that at least three actors in the professionalization can be deduced inBarber’s analysis: an academic/training institution will provide professionals with a high standard skill and systematic knowledge; a professional association will impose a code of ethics in order to maintain the standard in professional activities and the users of professional services will recognize professionals by giving them rewards as symbol of their work achievement and importance.
The third one is the structure model which ,for example, like Wilensky’s(1964) analysis focused mainly on understanding professionalization as structures rather than specific actors. Even so, there are still some actors implied in his analysis, these are training institution, the professional association and the state.
The forth one is the monopoly model which views the professionalization as an external social process. From the perspective of this model, the professionals and the professional associations, the state and the user are the important actors.
The last one is called the cultural model which mainly based on Friedson’s concept of professionalism and professionalization. It consisits of some interdependent elements(Friedson, 2001:127-8):
.specialized professional work derived form a theoretically based, discretionary knowledge and skills;
.exclusive jurisdiction in a particular division of labour;
.a sheltered position in both external and internal labour markets based on qualifying credential imposed and created by the occupation;
.a formal training programme associated with an institution of higher education that produces the qualifying credentials;
.an ideology of altruism guided by commitment to doing a good job, i.e. high quality;
.the support of the state in order本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。