Abstract
This article explores different definitions of professionalism and applies them to Further Education (FE) teachers. A wider research project has allowed the exploration of FE teachers' own view of their professionalism as described by particular behaviour. It is no great surprise that the diversity of FE produces a diversity of constructions of professionalism, some not found in school teaching. The different perspectives make it difficult for FE teachers to organise themselves to enjoy the benefits of professionalism. It is argued that a cohesive view of professionalism could create a less exploited workforce and lead to an improved quality of teaching in FE.
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