Abstract
The paper explores the changing landscape of education and teacher professionalization in Western nations, focusing on French-speaking Belgium. This shift towards a post-bureaucratic paradigm emphasizes local autonomy and managerial ethics, reshaping educators' roles from traditional "masters" or "technicians" to "reflective practitioners" and "learning specialists." This transformation empowers teachers in innovation and prompts reflection on teaching methods, necessitating their involvement in school management, and fostering collaboration among peers and institutions. The study analyses teacher professionalization centers on integrating educational guidance into pedagogical practices. The study details international directives and addresses societal, educational, and organizational challenges, faced by secondary schools in French-speaking Belgium during this transition. Additionally, it examines the historical progression of educational regulations, highlighting the shift from bureaucratic to autonomous models to meet the needs of both educational authorities and school users. Keywords: Educational guidance; guidance; reflective practitioner; teacher professionalization; school management
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