本研究旨在以專業社會學理論與歷史制度論為基礎，透過文獻分析及理論分析，針對英、美兩國教師專業制度發展的歷史，探討教師專業制度對教師專業的影響與衝擊。
根據文獻分析與理論分析教師專業理念與其制度化後，結論如下：
壹、實踐層面
一、政府在維持與提昇教師專業有其影響力，相對的也會因制度設計不週而影響教師專業的建立。
二、教師專業制度的設置，往往會因為社會需要而有替代制度，影響教師專業的建立。
三、教師專業知識為建立學術研究的成就與理論價值，在大學為生產教師專業知識之主流的架構下，忽略教師針對實際教學知識的研究。
四、師資培育與教師專業知識隨著時代而發展不同的模式，在能力取向下教師專業知識的理論科目不受重視，加大理論科目與實際教學之間的距離。
五、教師證書的授予必須掌握師資培育的許可、師資培育的實施、教師檢定三關卡。
貳、社會文化層面
一、透過專業社會學的發展觀點，發現教師專業理念是隨歷史階段而有不同的意義與功能。
二、教師專業理念隨著時代不同而有不同的意涵，雖有負面的評價，但是教師專業仍具有促動革新的價值。
三、回顧教師專業制度的歷史，制度形成與否對於教師專業理念的形成有關鍵的作用，但是制度形成後的結果卻與原提升教師專業的目的不同。
四、政府主導教育改革的意義與價值，使得教師專業制度多配合其政策而改變，忽略建立教師專業制度的完整性與一貫性。
五、教師專業制度是公共性的議題，政府的主導性優於教師專業團體，教師專業並未建立具獨佔性的領域。
六、因教師專業並無排外的資本，促使教師專業制度成為政治角力的場域，政治力的彰顯使得教師專業的實質發展受到忽略。
七、回顧教師專業理念的發展，教師往往被視為是技術性與不受信任的社會文化影響，使得教師專業制度多著重管理教師。
八、教師專業制度受到政治、經濟、社會、文化的影響，並未發展出屬於教師工作特殊性的專業實踐文化。

This study attempts to expound the historical development of teacher professionalism and its institutionalization through documentary and theoretical analysis. After scrutinizing the historical development of teacher professionalism and its institutionalism, the analysis of exploring their growth and decline will be discussed.
The findings of the study are summarized as follows:
I. Practical dimension
1. Teacher professional institutions established by government will influence the development of teacher professionalism.
2. Teacher professional institutions have influenced the development of teacher professionalism because of the alternative way for responding social needs,
3. The mainstream of producing knowledge in higher education neglects the practical knowledge produced by daily-teaching teachers.
4.The approach of competence-based teacher education not only neglects the theoretical subjects of teacher professional knowledge but also enlarges the distance between theoretical subjects and practical teaching process.
5. Teacher certificates have to examine through the accreditation of teacher education, the practice of teacher education, and the teacher examination.
II. Social and cultural dimension
1. Throughout the development of professional sociology, there are different meanings and functions of teacher professionalism.
2. Teacher professionalism has its values of promoting innovations.
3. When reviewing the history of teacher professional institutions, we find that the final outcomes after being re-institutionalized are often different from the original aims of teacher professionalism.
4. Because the government control and decide the meanings and values of educational policies alone, teacher professional institutions are thus often changed with the trends of educational policies. This obviously neglects the wholeness and consistency of teacher professional institutions.
5. The issues of teacher professional institutions belong to public area; there leaves no space for teacher professionalism.
6. Because it is hard to have exclusive knowledge, the practices of teacher professionalism are controlled by politics.
7. Owing to the institutional embeddedness of teachers’ technicality and untrustworthiness, teacher professional institutions are emphasized to manage teachers.
8. As the impacts of political, economic, social, and cultural factors, teacher professional institutions haven’t developed their special practical cultures of teacher professionalism.
Based on the above-mentioned findings, the suggestions are proposed for the teacher professional institutions in R. O. C.

中華民國師範教育學會（1992）。教育專業。台北：師大書苑。
王家通（1996）。教師法與教師專業。教師天地，83，22-27。
王瑞賢（1993）。教師專業社會化—功能論和辯證論之對話。教育研究資訊，1（6），69-78。
王躍生（1997）。新制度論。台北：揚智。
江日新（1996）。缺乏與釋負：蓋倫的制度理論的哲學人類學基礎。載於黃瑞祺主編，歐洲社會理論（頁191-232）。台北：中央研究院歐美研究所。
行政院教育改革審議委員會（1996）。教育改革總諮議報告書。台北：教育部。
但昭偉、邱世明、周崇儒（1996，12月）。師範教育改革過程當中的幾個盲點。發表於台北市立師範學院主辦，師範教育之興革國際學術研討會，台北市。
余安邦（1996）。教師專業的神話與弔詭：從台北縣市國民小學開放教育談起。教改通訊，25，37-42。
吳曲輝等譯，Turner, J. H.著（1992）。社會學理論的結構。台北：桂冠。
吳清山（1996）師範學院專業教育的挑戰與因應：兼論國小師資教育學分班的發展。載於中華民國師範教育學會主編，師範教育的挑戰與展望 （頁3-25）。台北：師大書苑。
呂健忠譯，Habermas, J.著（1998）。現代性：一個不完整的方案。載於反美學：後現代文化論集（頁25-52）。台北：立緒文化。
李奉儒（1999）。教育學歷史研究之現況與趨勢。載於中正大學教育學研究所（主編），教育學研究法論文集（頁285-313）。高雄：麗文文化。
李奉儒（2001）。英國教育改革：以中小學教育階段為例。載於李奉儒（主編），英國教育：政策與制度（頁11-29）。嘉義：濤石文化。
沈姍姍（1994）英國進入二十一世紀的教育改革—一九八八年以來的變革與紛擾。比較教育通訊，34期，32-40。
沈姍姍（1995）。教師專業與教師權利關係之探討。載於國立教育資料館、中華民國師範教育學會（主編），邁向二十一世紀的師範教育（頁173-185）。台北：師大書苑。
沈姍姍（1996）。專業主義、教師權力和教育行政體制關係：教師權力消長的動態研究。新竹師院學報，第九期，103-128。
沈姍姍（1997）教師專業與教師自主權之社會學探討。行政院國家科學委員會研究計畫。NSC 85-2413-H-134-010。
沈姍姍（1998）。教育專業。載於陳奎憙（主編），現代教育社會學（頁251-267）。台北：師大書苑。
沈姍姍（2000）。教師專業成長的誘因與動力—自制度面分析。學校行政，9，28-31。
林明地（1999）美國教育改革運作中的「參與」策略及其對我國教育改革的啟示。載於中華民國比較教育學會（主編），新世紀的教育挑戰與各國因應策略（頁283-312）。台北：揚智。
林瑞榮（1996）。教育的解構與重建—教育專業地位的維護與師資素質的提高。國立臺南師範學院初等教育學報，9，195-205。
林寶山譯，National Commission on Excellence in Education著（1984）。危機中的國家。高雄：復文。
姜添輝（1998）。互動論觀點的教師專業。載於中華民國師範教育學會（主編），教師專業成長—理想與實際（頁17-42）。台北：師大書苑。
姜添輝（1999）結構功能主義專業特質論之評析。載於中華民國師範教育學會（主編），師資培育與教學科技（頁251-272）。台北：台灣書店。
姜添輝（2000）。論教師專業意識、社會控制與保守文化。教育與社會研究，創刊號，1-24。
姜添輝（2001）。評論馬克思主義的普羅化論點及在教師專業與階級意識的意義。臺灣教育社會學研究，1（2），33-57。
姜添輝（2002a）。九年一貫課程政策影響教師專業自主權之研究。教育研究集刊，48（2），157-197。
姜添輝（2002b，11月）。教師是專業或是心智簡單性的執行者：文化再製理論的檢證。論文發表於廣州師範學院主辦，中國大陸教育社會學專業委員會第七屆學術年會，廣州。
洪仁進（1992）。英國師範教育制度化的檢視。現代教育，28，75-87。
洪福財（1997）。理論、實踐的辯與變—談教師的專業成長。國民教育，37（6），60-64。
胡婉玲（2001）。論歷史制度主義的制度變遷理論。新世紀智庫論壇，16，86-95。
孫志麟（2001）。師資培育制度變革下職前教師的專業認同。臺灣教育社會學研究，1（2），59-89。
師資培育法（2002）。民國九十一年七月二十四日華總一義字第０九一００一四四六七０號令公布。
馬信行（1996）。從社會學角度析論教育專業—下波師範教育改革方向的構想。教師天地，83，18-21。
高強華（民81）。教師社會化研究及其在師資培育上的意義。載於中華民國師範教育學會（主編），教育專業（頁53-88）。台北：師大書苑。
國立臺灣師範大學教育學系（2000，7月）。國民中小學九年一貫課程試辦工作北區國中組工作坊研習手冊。國立臺灣師範大學教育學系主辦：國民中小學九年一貫課程試辦工作北區國中組工作坊。89年7月11日。國立臺灣師範大學教育學院二樓國際會議廳，台北市。
國立編譯館主譯，張君玫、劉 佑譯，Mills, C. W.著（1995）。社會學的想像。台北：巨流。
張帆譯，North, D.著（1995）。制度變遷理論綱要。中國社會科學季刊（香港），11，183-186。
張鈿富（1992）。教育專業問題與展望。載於中華民國師範學會主編，教育專業，349-365。台北：師大書苑。
張德銳、李俊達（1999）。以學校為中心的教師專業成長。研習資訊，16（6），25-32。
張錦弘（2002）。實習老師津貼將取消。聯合報，5月24日，4版。
教育部（2002）。國民中學九年一貫課程七大學習領域任教專門科目認定參考原則及內涵。教育部2002年7月9日台（九一）師（三）字第九一０九六二０七號函。
符碧真（2001）。教師與醫生專業化之比較研究—職前教育。國家科學委員會研究彙刊：人文及社會科學，11（3），292-300。
許朝信（2002）。批判理論對中小學教師教學專業之啟示。教育研究資訊，10（2），21-44。
郭玉霞（1996）。教育專業地位的維護與師資素質的提高。國立臺南師範學院初等教育學報，9，478-486。
郭昭佑（1996）。迎向教師專業自主的新紀元。教育資料文摘，216，56-60。
陳光中、秦文力、周愫嫻譯，Smelser, N. J.著（1995）。社會學。台北：桂冠。
陳延興（1999）。教師專業的意識型態。國教之友，51（3），21-28。
陳奎憙（1977）。英國師範教育制度。載於國立臺灣師範大學教育學院研究，師範教育制度的比較研究（頁69-151）。教育部委託專案。
陳奎憙（2001）。教育社會學導論。台北：師大書苑。
陳美玉（1996）。專業自主教師的角色意涵。教師天地，81，63-69。
陳美玉（1999）。教師專業發展途徑之探討—以教師專業經驗合作反省為例。教育研究資訊，7（2），80-99。
陳敦源（2001）。新制度論的範圍與方法：一個理性選擇觀點的方法論檢視。行政暨政策學報，3，129-184。
陳聖謨（1997）。國小教師對教師評鑑制度之態度研究。國立臺南師範學院初等教育學報，10，417-441。
章倩萍（2002）。積怨上心頭，促使夫子上街頭。聯合報，2002年9月9日，六版。
單文經（1992）。美國中小學師資養成教育的課程。載於中華民國比較教育學會及中華民國師範教育學會（主編），國際比較師範教育學術研討會論文集（上）（頁289-323）。台北：師大書苑。
彭富源（1998）。教師專業自主分析—符合臺灣現況的詮釋與建議。研習資訊，15（2），66-80。
彭懷真等譯，O’Connell, P. J.著(1991)。社會學辭典。台北：五南。
曾建元（2001）。歷史制度論探原。世新大學學報，11，195-206。
黃光雄（1977）。蘭開斯特與皇家蘭式機構期間的導生學校運動。國立臺灣師範大學教育研究所博士論文，未出版，台北市。
黃政傑（1996）。從課程的角度看教師專業發展。教師天地，83，13-17。
黃榮村（1996）。教師的專業成長：一位外行人的觀點。教師天地，83，8-12。
楊思偉（1998）。教育改革的借與鏡。中等教育，49（2），37-60。
楊深坑（1999）。新世紀師資培育之前瞻。載於中國教育學會（主編），跨世紀教育的回顧與前瞻（頁21-46）。台北：揚智。
楊深坑（2000）。迎接二十一世紀新專業主義之建構。載於中國教育學會（主編），新世紀的教育願景（頁41-56）。台北：揚智。
楊開雲、劉子琦（1998）。權力菁英流動與威權體制「轉型」：從「新制度論」的觀點反省一個認識論的問題。東海學報，39（5），139-165。
溫明麗（1999）。二十一世紀師資培育的品質考驗—以英國為例。載於中華民國比較教育學會（主編），新世紀的教育挑戰與各國因應策略（頁155-181）。台北：揚智。
葉啟政（1991）。制度化的社會邏輯。台北：東大。
劉春榮（1998）。教育鬆綁潮流中的教師專業自主。教師天地，95，30-38。
蔡清華（1993）。美國一九八０年代以來師範教育改革之研究—兼論其對台灣地區師範教育改革之啟示。國立政治大學教育研究所博士論文，未出版，台北市。
蔡清華（1995）。美國變通授證與臺灣學士後教育專業班之比較。載於師範學院教育學術論文發表會編，八十四學年度師範學院教育學術論文發表會論文集（頁151-179）。台北：教育部。
蔡清華（1996）。美國師資教育學程的發展。屏東師院學報，9，1-24。
薛曉華（1996）。臺灣民間教育改革運動：國家與社會的分析。台北：前衛。
謝俊義（2000）。新制度主義的發展與展望。中國行政，68，1-26。
鍾任琴（1994）。教師專業之探討。教師之友，35（3），29-35。
蘇永明（1999）。迎接新世紀的教育挑戰—以英國教師綠皮書之因應策略為例。載於中華民國比較教育學會（主編），新世紀的教育挑戰與各國因應策略（頁185-208）。台北：揚智。
蘇永明、李奉儒（2001）英國英格蘭地區中小學教師在職進修制度研究。載於楊深坑（主編），各國中小學教師在職進修制度比較研究（頁1-47）。台北：揚智。

Abbott, A. (1981). Status and status strain in the professions. American Journal of Sociology, 86(4), 819-835.
Abbott, A. (1988). The system of profession. Chicago: University of Chicago Press.
Acker, S. (1983). Women and teaching: A semi-detached sociology of a semi-profession. In S. Walker & L. Barton (Eds.), Gender, class and education (pp.123-139). Lewes: Falmer.
Aikin, W. M. (1942/1993). The story of the eight-year study. In G. Willis, W. H. Schubert, R. V. Bullough, Jr., C. Kridel, & J. T. Holton (Eds.), The American Curriculum: A documentary history (pp.285-296). Westport, CT: Greenwood Press.
Alexander, R. J. (1984). Innovation and continuity in the initial teacher education curriculum. In R. J. Alexander, M. Craft, & J. Lynch (Eds.), Change in teacher education: Context and provision since Robbins (pp.103-160). London: Holt, Rinehart & Winston.
American Historical Association (1934/1974). Recommendation of the American Historical Association for a new teacher training. In S. Cohen (Ed.), Education in the United States: A documentary history, Vol. 5.
Apple, M. W. (1981). Curricular form and the logic technical control: Building the passive individual. In L. Barton, R. Meighan, & S. Walker (Eds.), Schooling, Ideology and the curriculum. London: Falmer Press.
Apple, M. W. (1983). Work, class and teaching. In S. Walker & L. Barton (Eds.), Gender, class, & education (pp.53-67). London: Falmer.
Apple, M. W. (1986). Teachers and texts: A political economy of class and gender relations in education. London: Routledge & Kegan Paul.
Apple, M. W. (1987). Gendered teaching, gendered labor. In T. S. Popkewitz (Ed.), Critical studies in teacher education: Its folklore, theory and practice (pp.57-83). New York: Falmer.
Avis, J. (1994). Teacher professionalism: One more time. Educational Review, 46(1), 63-72.
Barber, B. (1963). Some problems in the sociology of the professions. Daedalus: Proceedings of the American Academy of Arts and Science, 92(4), 669-688.
Barber, M. (1995). Reconstructing the teaching profession. Journal of Education for Teaching, 21(1), 75-85.
Barlow, A. L. (1980). Book reviews--The rise of professionalism: A sociological analysis. Harvard Educational Review, 50(3), 27-32.
Becker, H. S. (1961). Schools and systems of stratification. In A. H. Halsey, J. Floud, & C. A. Anderson (Eds.), Education, economy, and society: A reader in the Sociology of Education (pp.93-104). New York: The Free Press of Glencoe.
Becker, Howard S. (1962). The nature of a profession. In Nelson B. Henry (Ed.), Education for the professions (pp.27-46). Chicago: The University of Chicago Press.
Bell, A. (1981). Structure, knowledge and relationships in teacher education. British Journal of Sociology of Education, 2(1), 3-23.
Ben-David, J. (1964). Professions in the class system of present-day societies. Current Sociology, 12(3). 247-330.
Bergen, B. H. (1982). Only a schoolmaster: Gender, class, and the effort to professionalize elementary teaching in England, 1870-1910. History of Education Quarterly, 22(1), 1-22.
Bernstein, B. (1990). The structuring of pedagogic discourse, class codes and control, Vol. 4. London: Routledge.
Bestor, A. E. (1956). The restoration of learning. New York: Alfred. A. Knopf.
Bestor, A. E. (1985). Educational wastelands: The retreat from learning in our publish schools (originally published in 1953). Illinois: University of Illinois Press.
Boak, T. T. (1996). Teachers’ knowledge: Overview. In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak (Eds.), Changing research and practice: Teachers’ professionalism, identities and knowledge (pp.131-135). London: The Falmer Press.
Boreham, P. (1983). Indetermination: Professional knowledge, organization and control. Sociological Review, 32, 693-718.
Borrowman, M. L. (1956). The liberal and the technical in teacher education. Westport, CT: Greenwood Press.
Borrowman, M. L. (1966). Liberal education and the professional preparation of teachers. In M. L. Borrowman (Ed.), Teacher education in America—A documentary history (pp.1-53). New York: Teachers College Press.
Borrowman, M. L. (1975). About professors of education. In A. Bagley (Ed.), The professor of education: An assessment of conditions. Minnesota: University of Minnesota.
Bottery, M. (1996). The challenge to professionals from the new public management: Implications for the teaching profession. Oxford Review of Education, 22(2), 179-197.
Braverman, H. (1974). Labour and monopoly capitalism. New York: Monthly Review Press.
Britzman, Deborah P. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56(4), 442-456.
Brown, L., Seddon, T., Angus, L., & Rushbrook, P. (1996). Professional practice in education in an era of contractualism: Possibilities, problems and paradoxes. Australian Journal of Education, 40(3), 311-327.
Brubacher, J. S. (1966/1990). A history of the problems (2nd ed.). New York: McGraw-Hill.
Bucher, R. & Strauss, A. (1961). Professions in process. The American Journal of Sociology, 66(4), 325-334.
Bull, B. L. (1990). The limits of teacher professionalization. In J. I. Goodlad, R. Soder, & K. A. Sirotnik (Eds.), The moral dimension of teaching (pp.87-129). San Francisco: Jossey-Bass.
Burrage, M. (1990). Introduction：The professions in sociology and history. In M. Burrage & R. Torstendahl (Eds.), Professions in theory and history: Rethinking the study of the professions (pp.1-23). London: SAGE .
Burrage, M. (1994). Routine and discreet relationship: Professional accreditation and the state in Britain. In T. Becher (Ed.), Governments and professional education (pp.140-158). Buckingham: Open University Press.
Bush, R. N. (1987). Teacher education reform: Lessons from the past half century. Journal of Teacher Education, 38(3), pp.13-19.
Buswell, C. (1988). Pedagogic change and social change. In J. Ozga (Ed.), Schoolwork: Approaches to the labour process of teaching (pp.119-132). Milton Keynes: Open University Press.
Callaghan, J. (1976/1979). Speech at Ruskin College, Oxford. In B. Moon, P. Murphy, & J. Raynor (Eds.), Policies for the curriculum (pp.271-277). London: Hodder & Stoughton.
Campbell, J. & Neil, N. (1994). Curriculum at key stage 1: Teacher commitment and policy failure. Harlow: Longman.
Caplow, T. (1954). The sociology of work. New York.
Carnegie Task Force on Teaching as a Profession (1986). A nation prepared: Teachers for the twenty-first century. New York: Carnegie Task Force on Education and the Economy.
Carr, D. (2000). Professionalism and ethics in teaching. New York: Routledge.
Carr-Saunders, Alexanda, M. & Wilson, P. A. (1933). The professions. London: Oxford University Press.
Clandinin, J. D., & Connelly, F. M. (1996). A storied landscape as a context for teacher knowledge. In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak (Eds.), Changing research and practice: Teachers’ professionalism, identities and knowledge (pp.137-148). London: The Falmer Press.
Clark, C. & Peterson, P. (1986). Teachers’ thought processes. In M. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed.)(pp.225-296). New York: Macmillan.
Clark, D. L. & Marker, G. (1975). The institutionalization of teacher education. In R. Kevin (Ed.) Teacher education: The 74th yearbook of the National Society for the Study of Education, PartⅡ (pp.53-86). Chicago: The University of Chicago Press.
Clifford, G. J. & Guthrie, J. W. (1988). ED School: A brief for professional education. Chicago: The University of Chicago Press.
Collins, R. (1990). Changing conceptions in the sociology of the professions. In R. Torstendahl & M. Burrage (Eds.), The formation of profession: Knowledge, state and strategy (pp.11-23). London: Sage.
Commission on Teacher Education (1946/1965). The improvement of teacher education. In M. L. Borrowman (Ed.), Teacher education in America: A documentary history (pp.224-251). New York: Teachers College Press.
Conant, J. B. (1963). The education of American teachers. New York: Macmillan.
Connell, R. W. (1985). Teachers’ work. London: George Allen & Unwin.
Cottrell, D. P. (1956). Teacher education for a free people. NY: American Association of College Teacher Educators.
Cullen, J. B. (1978). The structure of professionalism: A quantitative examination. New York: Petroceli Book.
Darling-Hammond, L. & Wise, A. E. (1992). Teacher professionalism. In M. C. Alkin (Ed.), Encyclopedia of educational research (6th ed.) (pp.1359-1366). New York: American Educational Research Association.
Darling-Hammond, L. (1985). Valuing teachers: The making of a profession. Teachers College Record, 87(2), 205-218.
Darling-Hammond, L. (1990). Teacher professionalism: Why and how?. In A. Lieberman (Ed.), Schools as collaborative cultures: Creating the future now (pp.25-50). Hampshire: The Falmer Press.
Darling-Hammond, L. (2002). Standard setting in teaching: Changes in licensing, certification, and assessment. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.) (pp.751-776). Washington, D. C.: AERA.
Davies, C. (1983). Professionals in bureaucracies: The conflict thesis. In R. Dingwall & P. Lewis (Eds.), The sociology of the professions (pp.177-193). London: Macmillan.
Davis, Kingsley & Moore, Wilbert E. (1966). Some principles of stratification. In Reinhard Bendix & Seymour Martin Lipset (Eds.), Class, status, and power: Social stratification in comparative perspective (pp.47-53). London: Routledge & Kegan Paul.
Day, C. (1999). Developing Teachers: The challenges of lifelong learning. London: Falmer Press.
Densmore, K. (1987). Professionalism, proletarianization and teacher work. In T. S. Popkewitz (Ed.), Critical studies in teacher education—Its folklore, theory and practice (pp.130-160). New York: Falmer.
Dent, H. C. (1942). A new order in English education. London: University of London Press.
Department for Education (DfE)(1992). Initial teacher training (Circular 9/92). London: DfE.
Department for Education (DfE)(1993). The initial training of primary school teachers; New criteria for courses. (Circular 14/93). London: DfE.
Department for Education and Employment (1997). Excellence in schools. London: The Stationery Office.
Department for Education and Employment (1998). Teachers: Meeting the challenge of change. London: The Stationery Office.
Department for Education and Employment (1999). Teachers: Meeting the challenge of change: Technical consultation document on pay and performance management. London: The Stationery Office.
Department for Education and Skills (2002). Delivering results: A strategy to 2006. [WWW page] URL http://www.dfes.gov.uk/delivering-results/ (visited 2002/10/22).
Department for Education and Skills (2002). Education Act 2002. [WWW page] URL http://www.dfes.gov.uk/educationact2002/ (visited 2002/10/22).
Department of Education and Science (1970/1979). The organization of secondary education (Circular 10/70). In J. S. Maclure (Ed.), Educational documents: England and Wales 1816 to the present day (4th ed.)(pp. 352-353). London: Cambridge University Press.
Department of Education and Science (1977/1979). Education in schools: A consultative document. In J. S. Maclure (Ed.), Educational documents: England and Wales 1816 to the present day (4th ed.)(pp. 391-397). London: Cambridge University Press.
Derber, C. (1982). Professionals as workers: Mental labor in advanced capitalism. Boston: G. K. Hall.
DiMaggio, P. J. & Powell, W. W. (1991). Introduction. In W. W. Powell & P. J. DiMaggio (Eds.), The new institutionalism in organizational analysis (pp1-38). Chicago: The University of Chicago Press.
DiMaggio, P. J. & Powell, W. W. (1991). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. In W. W. Powell & P. J. DiMaggio (Eds.), The new institutionalism in organizational analysis (pp.63-82). Chicago: The University of Chicago Press.
Dingwall, R. (1983). Introduction. In R. Dingwall & P. Lewis (Eds.), The sociology of the professions (pp.1-13). London: Macmillan.
Downie, R. S. (1990). Professions and professionalism. Journal of Philosophy of education, 24(2), 147-159.
Drummond, W. H. & Andrews, T. E. (1980). The influence of federal and state governments on teacher education. Phi Delta Kappan, 62, 97-100.
Ducharme, E. R. & Ducharme, M. K. (1996). Development of the teacher education professoriate. In F. B. Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers (pp.691-714). San Francisco: Jossey-Bass.
Durham, G. H. (1957). The advancement of teaching as a profession. Journal of Teacher Education, 8(4), 282-288.
Durkheim, E. (1982). The rules of sociological method and selected texts on sociology and its methods (Trans. By W. D. Halls). New York: Free Press.
Durkheim, E. (1992). Professional ethics and civic moral. London: Routledge.
Elliot, J. (1991). A model of professionalism and its implications for teacher education. British Journal Education Research, 17, 309-318.
Elliott, J. (1980). Implications of classroom research for professional development. In E. Hoyle & J. Megarry (Eds.), The professional development of teachers: World yearbook of education, 1980 (pp.308-324). London: Kogan Page.
Elliott, J. (1993). Three perspectives on coherence and continuity in teacher education. In J. Elliott (Ed.), Reconstructing teacher education (pp.15-19). London: Falmer.
Elsbree, W. (1939). The American teacher: Evolution of a profession in a democracy. New York: American Book.
Englund, T. (1996). Are professional teachers a good thing? In I. F. Goodson & A. Hargreaves (Eds.), Teachers’ professional lives (pp.75-87). London：Falmer.
Eraut, M. (1989). Initial teacher training and the NVQ model. In J. W. Burke (Ed.), Competency-based education and training. London: Falmer.
Etzioni, A. (1969). Preface. In A. Etzioni (Ed.), The semi-professions and their organization: Teachers, nurses, social workers (pp.5-18). New York: The Free Press.
Feiman-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternative. In W. R. Houston (Ed.), Handbook of research on teacher education (pp.212-233). New York: Macmillan.
Fenstermacher, G. D. (1990). Some moral considerations on teaching as a profession. In J. I. Goodlad, R. Soder, & K. A. Sirotnik (Eds.), The moral dimensions of teaching (pp.130-151). San Francisco: Jossey-Bass.
Fergusson, R. (1994). Managerialism in education. In J. Clarke, A. Cochrane, & E. McLaughlin (Eds.), Managing social policy (pp. 93-114). London: Sage.
Flexner, A. (1915). Is social work a profession? School & Society, 1, 901-911.
Forrester, G. (2000). Professional autonomy versus managerial control: The experience of teachers in an English primary school. International Studies in Sociology of Education, 10(2), 133-151.
Freidson, E. (1970). Profession of medicine: A study of the sociology of applied knowledge. New York: Dodd, Mead and Co.
Freidson, E. (1983). The theory of professions: State of the art. In R. Dingwall & P. Lewis (Eds.), The sociology of the professions (pp.19-37). London: Macmillan Press.
Freidson, E. (1986). Professional powers: A study of the institutionalization of formal knowledge. Chicago: The University of Chicago Press.
Freidson, E. (1994). Professionalism reborn: Theory, prophecy, and policy. Chicago: The University of Chicago Press.
Friedland, F. & Alford, R. (1991). Bringing society back in: Symbols, practices, and institutional contradictions. In W. W. Powell & P. J. DiMaggio (Eds.), The new institutionalism in organizational analysis (pp.232-266). Chicago: The University of Chicago Press.
Furlong, J. (2001). Reforming teacher education, re-forming teachers: Accountability, professionalism and competence. In R. Phillips & J. Furlong (Eds.), Education, reform and the state (pp.118-135). London: Routledge.
Furlong, J., Barton, L., Miles, S, Whiting, C., & Whitty, G. (2000). Teacher education in transition: Re-forming professionalism?. Buckingham: Open University Press.
Geer, S. (1966). Occupational commitment and the teaching profession. The School Review, 74, 31-47.
Giddens, A. (1991). Modernity and self-identity. Cambridge: Polity Press.
Gideonse, H. D. (1992). The redesign of NCATE 1980 to 1986. In H. D. Gideonse (Ed.), Teacher education policy (pp.245-265). New York: SUNY.
Ginsburg, M. B. & Lindsay, B. (1995). Conceptualizing the political dimension in teacher education. In M. B. Ginsburg & B. Lindsay (Eds.), The political dimension in teacher education: Comparative perspectives on policy formation, socialization and society (pp.3-19). London: Falmer Press.
Ginsburg, M. B. (1987). Reproduction, contradiction and conceptions of professionalism: The case of pre-service teachers. In T. S. Popkewitz (Ed.), Critical studies in teacher education—Its folklore, theory and practice (pp.86-129). New York: Falmer.
Ginsburg, M. B. (1988). Contradictions in teacher education and society: A critical analysis. New York: Falmer.
Ginsburg, M. B. (1997). Professionalism or politics as a model for educators’ engagement with/in communities. Journal of Education Policy, 12(1/2), 5-12.
Gitlin A. & Labaree, D. F. (1996). Historical notes on the barriers to the professionalization of American teachers: The influence of markets and patriarchy. In I. F. Goodson & A. Hargreaves (Eds.), Teachers’ professional lives (pp.88-108). London: Falmer.
Goode, W. J. (1960). Encroachment, charlatanism, and the emerging profession: Psychology, sociology, and medicine. American Sociological Review, 25, 902-915.
Goode, W. J. (1969). The theoretical limits of professionalization. In A. Etzioni (Ed.), The semi-professions and their organization: Teachers, nurses, social workers (pp.266-313). New York: The Free Press.
Goodlad, J. I. (1990). The occupation of teaching in schools. In J. I. Goodlad, R. Soder, & K. A. Sirotnik (Eds.), The moral dimension of teaching (pp.3-34). San Francisco: Jossey-Bass.
Goodlad, J. I. (1990b). Connecting the present to the past. In J. I. Goodlad, R. Soder, K. A. Sirotnik (Eds.), Place where teachers are taught (pp.3-39). San Francisco: Jossey-Bass.
Goodlad, J. I. (1990c). Studying the education of educators: From conception to findings. Phi Delta Kappan, 71, pp.698-701.
Goodson, I. F. (1993). Forms of knowledge and teacher education. Journal of Education for Teaching, 19(4), 217-229.
Goodson, I. (1999, Jan.). Towards a principled professionalism. Paper presented in “International conference on New Professionalism in teaching：Teacher education and teacher development in a changing World”, Hong Kong Institute of Educational Research & Faculty of Education, CUHK.
Gorard, S. Taylor, C. & Fitz, J. (2002). Markets in public policy: The case of the United Kingdom Education Reform Act 1988. International Studies in Sociology of Education, 12(1), 23-41.
Gordon, P. (1985). Introduction. In P. Gordon (Ed.), Is teaching a profession? (2nd ed.) (pp.9-11). London: Institute of Education, University of London.
Grace, G. (1985). Judging teachers: the social and political contexts of teacher evaluation. British Journal of Sociology of Education, 6(1), 3-16.
Grace, G. (1987). Teachers and the state in Britain: A changing relation. In M. Lawn & G. Grace (Eds.), Teachers: The culture and politics of work (pp.193-228). London: Falmer.
Granovetter, M. (1985). Economic action and social structure: The problem of embeddedness. American Journal of Sociology, 91(3), 481-510.
Greenwood, E. (1957). Attributes of a profession. Social Work, 2, 45-55.
Greenwood, E. (1966). The elements of professionalization. In H.Vollmer & D. Mills (Eds.), Professionalization (pp.9-19). Englewood Cliffs, N. J.: Prentice-Hall.
Haberman, M. & Stinnett, T. M. (1973). Teacher education and the new profession of teaching. Berkeley: McCutchan Publishing Corporation.
Hall, P. A. (1992). The movement from Keynesianism to monetarism: Institutional analysis and British economic policy. In S. Steinmo, K. Thelen, & F. Longstreth (Eds.), Structuring politics: Historical institutionalism in comparative analysis (pp.90-113). Cambridge: Cambridge University Press.
Hall, P. A. & Taylor, R. C. R. (1996). Political science and the three new institutionalism. Political Studies, 44, 936-957.
Haller, E. (1966). Technical socialization: Pupil influences on teachers’ speech. Unpublished Ph. D. dissertation, Department of Education, University of Chicago.
Hanlon, G. (1998). Professionalism as enterprise: Service class politics and the redefinition of professionalism. Sociology, 32(1), 43-63.
Hargreaves, A. & Goodson, I. (1996). Teachers’ professional lives: Aspirations and actualities. In I. F. Goodson & A. Hargreaves (Eds.), Teachers’ professional lives (pp.1-27 ). London: Falmer Press.
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. London: Cassell.
Hargreaves, D. H. (1994). The new professionalism: the synthesis of professional and institutional development. Teaching & Teacher Education, 10(4), 423-438.
Harries-Jenkins, G. (1970). Professionals in organizations. In J. A. Jackson (Ed.), Professions and professionalization (pp.53-107). Oxford: Cambridge University Press.
Harris, A. (1997). The deprofessionalization and deskilling of teachers. In K. Watson, C. Modgil, & S. Modgi (Eds.), Educational dilemmas：Debate and diversity, Vol. 1: Teachers, teacher education and training (pp.57-63). London: Cassell.
Helsby, G. (1995). Teachers’ construction of professionalism in England in the 1990s. Journal of Education for Teaching, 21(3), 317-332.
Herbst, J. (1989). And sadly Teach: Teacher education and professionalization in American culture. Madison, Wisconsin: The University of Wisconsin Press.
Hirst, P. H. (1979). Professional studies in initial teacher education: Some conceptual issue. In R. J. Alezander & W. Wormald (Eds.), Professional studies for teaching (pp.15-29). Guildford: SRHE.
Houston, W. B. & Newman, K. K. (1982). Teacher education programs. In H. E. Mitzel (Ed.), Encyclopedia of education research (5th ed.), Vol. 4. (pp.1881-1893). New York: Macmillan.
Howsam, R. B., Corrigan, D. C., & Denemark, G. W. (1985). Postcript 1985. In R. B. Howsam, D. C. Corrigan, G. W. Denemark, & R. J. Nash, (1985). Educating a profession (pp.173-209). Washington, D. C.: American Association of College for Teacher Education.
Howsam, R. B., Corrigan, D. C., Denemark, G. W., & Nash, R. J. (1985). Educating a profession. Washington, D. C.: American Association of College for Teacher Education.
Hoyle, E. & John, P. (1995). The idea of a profession. In E. Holy & P. John (Eds.), Professional knowledge and professional practice (pp.1-18). London: Cassell.
Hoyle, E. (1974). Professionality, professionalism and control in teaching. London Educational Review, 3(2), 13-19.
Hoyle, E. (1980). Professionalization and deprofessionalization in education. In E. Hoyle & J. Megarry (Eds.), The professional development of teachers: World yearbook of education, 1980 (pp.42-53). London: Kogan Page.
Hoyle, E. (1985). The professionalization of teachers: A paradox. In P. Gordon (Ed.), Is teaching a profession? (2nd ed.) (pp.44-54). London: Institute of Education, University of London.
Hoyle, E. (1995). Changing conceptions of a profession. In J. Busher & R. Saran (Eds.), Managing teachers as professionals in schools (pp.59-70). London: Kogan Page.
Hoyle, E. (1997). Teaching as a profession. In K. Watson, C. Modgil, & S. Modgi (Eds.), Educational dilemmas: Debate and diversity, Vol. 1: Teachers, teacher education and training (pp.47-54). London：Cassell.
Hughes, E. C. (1984). The sociological eye. London: Transaction. (Originally published: Chicago: Aldine-Atherton , 1971)
Immergut, E. M. (1998). The theoretical core of the new institutionalism. Politics & Society, 26(1), 5-34.
Jackson, J. A. (1970). Professions and professionalization- editorial Introduction. In J. A. Jackson (Ed.), Professions and professionalization (pp.1-15). Oxford: Cambridge University Press.
Jackson, P. (1986). On knowing how to teach. In P. Jackson (Ed.), The practice of teaching (pp.1-30). New York: Teachers College Press.
James Report (1972). Enquiry into teacher education and training. London: Her Majesty’s Stationery Office.
Jecks, C. & Riesman, D. (1968). The academic revolution. New York: Doubleday.
Jepperson, R. L. & Meyer, J. W. (1991). The public order and the construction of formal organizations. In W. W. Powell & P. J. DiMaggio (Eds.), The new institutionalism in organizational analysis (pp.204-231). Chicago: The University of Chicago Press.
Jepperson, R. L. (1991). Institutions, institutional effects, and institutionalism. In W. W. Powell & P. J. DiMaggio (Eds.), The new institutionalism in organizational analysis (pp.143-163). Chicago: The University of Chicago Press.
Johanningmeier, E. V. & Johnson, H. C. (1975). The education professoriate: A historical consideration of its work and growth. In A. Bagley (Ed.), The professor of education: An assessment of conditions. Minnesota: University of Minnesota.
Johnson, T. J. (1972). Professions and power. London: The Macmillan Press.
Johnson, T. J. (1977). The professions in the class structure. In R. Scase (Ed.), Industrial society: Class, cleavage and control (pp.93-110). London: George Allen & Unwin.
Johnson, W. R. (1975). Profession in process: Doctors and teachers in American culture. History of Education Quarterly, 15(2), 185-199.
Jones, L. & Moore, R. (1993). Education, competence and the control of expertise. British Journal of the Sociology of Education, 14(4), 385-397.
Judge, H. (1980). Teaching and professionalization: An essay in ambiguity. In E. Hoyle & J. Megarry (Eds.), The professional development of teachers: World yearbook of education, 1980 (pp.340-349). London: Kogan Page.
Judge, H. (1982). American graduate schools of education: A view form abroad. New York: The Ford Foundation.
Judge, H., Lemosse, M., Paine, L., & Sedlak, M. (1994). University and the teachers: France, the Unites States, England. Oxford Study in Comparative Education, 4(1/2). London: Trianlge Books.
Keith, M. J. (1987).We’ve heard this song…or have we? Journal of Teacher Education, 38(3), pp.20-25.
Koelble, T. A. (1995). The new institutionalism in political science and sociology. Comparative Politics, 27, 231-243.
Krasner, S. D. (1984). Approaches to the state: Alternative conceptions and historical dynamics. Comparative Politics, 16(2), 223-246.
Kultgen, J. H. (1988). Ethics and professionalism. Philadelpia: The University of Pennsylvania Press.
Kydd, L. (1997). Towards a restructuring of teachers’ professionalism. In K. Watson, C. Modgil, & S. Modgi (Eds.), Educational dilemmas：Debate and diversity, Vol. 1: Teachers, teacher education and training (pp.27-34). London: Cassell.
Labaree, D. F. (1990). A kinder and gentler report: Turning points and the Carnegie tradition. Journal of Educational Policy, 5, 249-264.
Labaree, D. F. (1992). Power, knowledge, and the rationalization of teaching: A genealogy of the movement to professionalize Teaching. Harvard Educational Review, 62(2), 123-154.
Laffin, M. & Young, K. (1990). Professionalism in local government. Harlow: Longman.
Lanier, J. E. & Little J. W. (1986). Research on teacher education. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp.527-570). New York: Macmillan.
Larson, M. S. (1977). The rise of professionalism: A sociological analysis. Berkeley, CA: University of California Press.
Larson, M. S. (1980). Proletarianisation and education labor. Theory and Society, 19, 131-171.
Larson, M. S. (1990). In the matter of experts and professionals, or how impossible it is to leave nothing unsaid. In R. Torstendahl & M. Burrage (Eds.), The formation of professions: Knowledge, state and strategy (pp.24-50). London: Sage.
Laursen, Per F. (1996). Professionalism and the reflective approach to teaching. In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak (Eds.), Changing research and practice: Teachers’ professionalism, identities and knowledge (pp.48-55). London: The Falmer Press.
Lawn, M. (1996). Modern times? work, professionalism and citizenship in teaching. London: The Falmer Press.
Lawton, D. (1990). The future of teacher education. In N. J. Graves (Ed.), Initial teacher education: Policies and progress (pp. 144-151). London: Kogan Page.
Lawton, D. (1996). Beyond the national curriculum: Teacher professionalism and empowerment. London: Hodder & Stoughton.
Leggatt, T. (1970). Teaching as a Profession. In J.A. Jackson (Ed.), Professions and professionalization (pp.155-177). Oxford: Cambridge University Press.
Lieberman, A. & Miller, L. (1992). Professional development of teachers. In M. C. Alkin (Ed.), Encyclopedia of educational research (6th ed.) (pp.1045-1051). New York: American Educational Research Association.
Lieberman, M. (1956). Education as a profession. N. J.: Prentice-Hall.
Lieberman, M. (1960). The future of public education. Chicago: The University of Chicago Press.
Lindsey, M. (1961). New horizons for the teaching profession. Washington, DC: National Education Association, Commission on the Teacher Education and Professional Standards.
Liston, D. P. & Zeichner, K. M. (1988). Teacher education and the social conditions of schooling. New York: Routledge.
Little, W., Fowler, H. W., Coulson, J. S., & Onions, C. T. (1933). Shorter Oxford English Dictionary (p.1680). Oxford: Clarendon Press.
Lortie, D. C. (1969). The balance of control and autonomy in elementary school teaching. In A. Etzioni (Ed.), The semi-professions and their organization: teachers, nurses, social workers (pp.1-53). New York: The Free Press.
Lortie, D. C. (1975). School-teacher: A sociological study. Chicago: The University of Chicago Press.
Lynch, J. & Plunkett, H. D. (1973). Teacher education and cultural change. London: George Allen & Unwin.
Maclure, J. S. (Ed.)(1979). Educational documents: England and Wales 1816 to the present day (4th ed.). London: Cambridge University Press.
Maguire, M. (2000). The state regulation of United Kingdom teacher education in the nineteenth century: The interplay of ‘value’ and ‘sense’. International Studies in Sociology of Education, 10(3), 227-242.
March, J. G. & Olsen, J. P. (1984). The new institutionalism: Organizational factors in political life. Americal Political Science Review, 78(3), 734-749.
Mattingly, P. H. (1987). Workplace autonomy and the reforming of teacher education. In T. S. Popkewitz (Ed.), Critical studies in teacher education—Its folklore, theory and practice (pp.36-56). New York: Falmer.
McClure, L. R. C. (1991). A study of teacher perceptions of control and professionlalism and their relationship to student achievement. The University of Tennessee, Ed. D. TD.9212770.
McCulloch, G. (2001). The reinvention of teacher professionalism. In R. Phillips & J. Furlong (Eds.), Education, reform and the state (pp.103-117). London: Routledge.
McNair Report (1944/1979). The supply, recruitment and training of teachers and youth leaders. In J. S. Maclure (Ed.), Educational documents: England and Wales 1816 to the present day (4th ed.)(pp. 216-222). London: Cambridge University Press.
McNamare, D. (1990). The National Curriculum: An agenda for research. British Educational Research Journal, 16(3), 225-235.
Millerson, G. (1964). Dilemmas of professionalism. New Society, 4.
Mills, C. W. (1951). White collar. New York: Oxford University Press.
Miller, J. R. & Young, J. I. (1981). Professional Education: Beginning of the end, or end of the beginning? The Educational Forum, 45,145-151.
Ministry of Education (1950). Challenge and response: An account of the emergency scheme for the training of teacher. London: Longman.
Morris Estelle (2001). Professionalism and trust: The future of teachers and teaching. [WWW page] URL http://www.dfes.gov.uk/speeches/12_11_01/index.shtml. (visited 2002/10/22)
Murphy, R. (1990). Proletarianization or bureaucratization: The fall of the professional? In R. Torstendahl & M. Burrage (Eds.), The formation of profession (pp.71-96). London: Sage.
Murray, T., Dingwall, R., & Eekelaar, J. (1983). Professionals in bureaucracies: Solicitors in private practice and local government. In Robert Dingwall & Philip Lewis (Eds.), The sociology of the professions (pp.195-220). London：Macmillan Press.
National Commission on Excellence in Education (1983/1993). A Nation at Risk: The imperative for education reform. In G. Willis, W. H. Schubert, R. V. Bullough, JR., C. Kridel, & J. T. Holton (Eds.), The American Curriculum: A documentary history (pp.401-413). Westport, CT: Greenwood Press.
National Education Association (1993). NEA Handbook. Washington, D. C.: National Education Association.
Newsom Report (1963/1979). Report of the Minister of Education’s Central Advisory Council entitled Half Our Future. In J. S. Maclure (Ed.), Educational documents: England and Wales 1816 to the present day (4th ed.)(pp. 278-287). London: Cambridge University Press.
Nias, J., Southworth, G., & Campbell, P. (1992). Whole school curriculum development in the primary school. London: Falmer Press.
Nias, J., Southworth, G., & Yeomans, R. (1989). Staff relations in the primary school. London: Cassell.
Nixon, J., Martin, J., McKeown, P., & Ranson, S. (1997). Towards a learning profession: Changing codes of occupational practice within the new management of education. British Journal of Sociology of Education, 18(1), 5-28.
Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
Norris, N. (1991). The trouble with competence. Cambridge Journal of Education, 21, 331-342.
Olson, M. R. (1996). Becoming a trained professional. In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak (Eds.), Changing research and practice: Teachers’ professionalism, identities and knowledge (pp.33-46). London: The Falmer Press.
Ozanne, W. I. (1997). Professionalism and market forces: With special reference to education in the United Kingdom. In K. Watson, C. Modgil, & S. Modgi (Eds.), Educational dilemmas：Debate and diversity, Vol. 1: Teachers, teacher education and training (pp.35-46). London: Cassell.
Ozga, J. & Lawn, M. (1981). Teachers, professionalism and class: A study of organized teachers. London: Falmer.
Ozga, J. & Lawn, M. (1988). Schoolwork: Interpreting the labour process of teaching. British Journal of Sociology of Education, 9(3), 323-336.
Ozga, J. (1995). Deskilling a profession: Professionalism, deprofessionalisation and the new managerialism. In H. Busher & R. Saran (Eds.), Managing teachers as professionals in school (pp.21-37). London: Kogan Page.
Parry, N. & Parry, J. (1974). The teachers and professionalism: the faulure of an occupational sociology. In M. Flude &J. Ahier (Eds.), Educability, schools and ideology (pp. 160-185). New York: Wiley.
Parry, N. & Parry, J. (1977). Social closure and collective social mobility. In R. Scase (Ed.), Industrial society: Class, cleavage and control (pp.111-121). London: George Allen & Unwin.
Parsons, T. (1951). The social system. New York: Macmillan.
Parsons, T. (1954). The professions and social structure. In Talcott Parsons, Essays in sociological theory (rev. ed.)(pp.34-49). New York：The Free Press.
Perkin, H. (1985). The teaching profession and the game of life. In P. Gordon (Ed.), Is teaching a profession? (2nd ed.)(pp.12-25). London: Institute of Education, University of London.
Phillips, R. (2001). Education, the state and the politics of reform: the historical context, 1976-2001. In R. Phillips & J. Furlong (Eds.), Education, reform and the state (pp.12-27). London: Routledge.
Pierson, P. (1996). The path to European integration: A historical institutionalist analysis. Comparative Political Studies, 29(2), 123-163.
Plowden Report (1967). Children and their primary schools. In J. S. Maclure (Ed.), Educational documents: England and Wales 1816 to the present day (4th ed.)(pp. 308-323). London: Cambridge University Press.
Pollack, M. A. (1996). The new institutionalism and EC governance: The promise and limits of institutional analysis. Governance, 9(4), 429-458.
Popkewitz, T. S. & Lind, K. (1989). Teacher incentives as reforms: Teacher work and the changing control mechanism in education. Teachers College Record, 90(4), 575-594.
Popkewitz, T. S. (1984). Paradigm and ideology in educational research: The social functions of the intellectual. London: Falmer.
Popkewitz, T. S. (1987). Ideology and social formation in teacher education. In T. S. Popkewitz (Ed.), Critical studies in teacher education—Its folklore, theory and practice (pp.2-33). New York: Falmer.
Popkewitz, T. S. (1991). A political sociology of educational reform: Power/knowledge in teaching, teacher education, and research. New York：Teachers College Press.
Popkewitz, T. S. (1992). Changing patterns of power: Social regulation and teacher education reform. New York: State University of New York Press.
Popkewitz, T. S. (1994). Professionalization in teaching and teacher education: Some notes on its history, ideology, and potential. Teaching & Teacher Education, 10(1), 1-14.
Powell, A. G. (1976). University schools of education in the twentieth century. Peagody Journal of Education, 54, 3-20.（ERIC Document Reproduction Service No. ED 331 816）
Powell, A. G. (1978). The culture and politics of American teachers. History of Education Quarterly, 18, 187-194.
Purvis, J. (1973). Schoolteaching as a professional career. British Journal of Sociology, 24(1), 43-57.
Reynolds, M. C. (Ed.)(1989). Knowledge base for the beginning teacher. Oxford: The Pergamom.
Ritzer, G. (1996). Sociological theory. New York: Mcgraw-Hill.
Robbins Report (1963/1979). Report of the Committee on Higher education appointed by the Prime Minister. In J. S. Maclure (Ed.), Educational documents: England and Wales 1816 to the present day (4th ed.)(pp. 288-300). London: Cambridge University Press.
Robertson, S. L. (1996). Teachers’ work, restructuring and postfordism: constructing the new ‘Professionalism’. In I. F. Goodson & A. Hargreaves(Eds.), Teachers’ professional lives (pp.28-55). London: Falmer.
Robertson, S. L. (2000). Teachers’ labour, class and the politics of exchange. International Studies in Sociology of Education, 10(3), 285-302.
Roemer, R. E. & Martinello, M. L. (1982). Divisions on the education professoriate and the future of professional education. Educational Studies, 13(2), 203-223.
Ross, A. (1990). The control of teacher education: A general teaching council for England and Wales. In N. J. Graves (Ed.), Initial teacher education: Policies and progress (pp.124-143). London: Kogan Page.
Rueschemeyer, Dietrich (1983). Professional autonomy and the social control of expertise. In Robert Dingwall & Philip Lewis (Eds.), The sociology of the professions (pp.38-58). London: Macmillan Press.
Schneider, B. (1987). Tracing the provenance of teacher education. In T. S. Popkewitz (Ed.), Critical studies in teacher education—Its folklore, theory and practice (pp.211-241). New York: Falmer.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Book.
Schudson, M. (1990). A discussion of Magali Sarfatti Larson’s the rise of professionalism: A sociological analysis. Theory and Society, 9(1), 215-229.
Schwab, J. J. (1983). The practical four: Something for curriculum professors to do. Curriculum, 13(3), 239-265.
Seddon, T. (1997). Education: Deprofessionalised? or reregulated, reorganized and reauthorized?. Australian Journal of Education, 41(3), 228-246.
Seymour, F. (1966). Occupational images and norms: Teaching. In H. Vollmer & D. Mills (Eds.), Professionalization (pp.126-129). Englewood Cliffs, N. J.: Prentice-Hall.
Shanker, A. (1987). Tomorrow’s teachers. Teachers College Record, 88(3), pp.423-429.
Shepsle, K. A. (1989). Studying institutions: Some lessons from the rational choice approach. Journal of Theoretical Politics, 1(2), 131-147.
Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp.3-36). New York: Macmillan.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
Shulman, L. S. (1987b). Sounding an alarm: A replay to Sockett. Harvard Educational Review, 57(4), 473-482.
Simpson, J. A. & Weiner, E. S. C. (1989). Oxford English Dictionary (pp.571-575). New York: Oxford University Press.
Simpson, R. L. & Simpson, I. H. (1969). Women and bureaucracy in the semi-professions. In A. Etzioni (Ed.), The semi-professions and their organization: Teachers, nurses, social worker (pp.196-265). New York: The Free Press.
Smith Richard Avery (1957). Maturity of education as a profession. Journal of Teacher Education, 8(3), 253-260.
Sockett, H. (1985). Towards a professional code in teaching. In P. Gordon (Ed.), Is teaching a profession? (2nd ed.)(pp.25-43). London: Institute of Education, University of London.
Sockett, H. T. (1987). Has Shulman got the strategy right?. Harvard Educational Review, 57, 208-219.
Soder R. (1990). The rhetoric of teacher professionalization. In J. I. Goodlad, R. Soder, & K. A. Sirotnik (Eds.), The moral dimension of teaching (pp.35-86). San Francisco: Jossey-Bass.
Soder, R. (1986). Tomorrow’s teachers for whom and for what? Missing propositions in the Holmes Group Report. Journal of Teacher Education, 37(6), 2-5.
Soltis, J. F. (1986). Teaching professional ethics. Journal of Teacher Education, 37(3), 2-4.
Spring, J. (1997). The American school, 1642-1996 (4th ed.). New York: McGraw-Hill.
Stinnett, T. M. (1952). Accreditation and the professionalization of teaching. Journal of Teacher Education, 3(1), 30-39.
Stinnett, T. M. (1966). Associational activities. In H. Vollmer & D. Mills (Eds.), Professionalization (pp.183-184). EnglewoodCkiffs: N. J. Prentice-Hall.
Stinnett, T. M. (1968). The profession of teaching (4th printing). New York: The center for Applied Research in Education.
Strain, M. (1995). Teaching as a profession: The changing legal and social context. In In J. Busher & R. Saran (Eds.), Managing teachers as professionals in schools (pp.39-57). London: Kogan.
Strom, S. M. (1989). The ethical dimension of teaching. In M. C. Reynolds (Ed), Knowledge base for the beginning teacher (pp.267-276). New York: AACTE.
Sullivan, K. (1994). The impact of education reform on teachers’ professional ideologies. New Zealand Journal of Education Studies, 29(1), 3-20.
Sykes, G. (1990). Fostering teacher professionalism in schools. In R. F. Elmore and Associate (Eds.), Restructure schools: The next generation of educational reform (pp.59-96). San Francisco: Jossey-Bass.
Sykes, G. (1992). Teacher licensure and certification. In M. C. Alkin (Ed.), Encyclopedia of educational research (pp.1352-1359). New York: American Educational Research Association.
Taylor Report (1977/1979). A new partnership of our schools. In J. S. Maclure (Ed.), Educational documents: England and Wales 1816 to the present day (4th ed.)(pp.384-390). London: Cambridge University Press.
Taylor, W. (1984). The national context, 1972-1982. In R. J. Alexander, M. Craft, & J. Lynch (Eds.), Change in teacher education: context and provision since Robbins (pp.16-30). London: Holt, Rinehart & Winston.
Taylor, W. (1990). The control of teacher education: The Council for the Accreditation of Teacher Education. In N. J. Graves (Ed.), Initial teacher education: Policies and progress (pp.109-123). London: Kogan.
Taylor, W. (1994). Teacher education: Backstage to center stage. In T. Becker (Ed.), Governments and professional education (pp.43-59). Buckingham: Open University Press.
Thelen, K. & Steinmo, S. (1992). Historical institutionalism in comparative politics. In S. Steinmo, K. Thelen, & F. Longstreth (Eds.), Structuring politics: Historical institutionalism in comparative analysis (pp1-32). Cambridge: Cambridge University Press.
Tomlinson, J. (1995). Professional Development and control: The role of General Teaching Councils. Journal of Education for Teaching, 21(1), 59-68.
Torstendahl, R. (1990). Essential properties, strategic aims and historical development: Three approaches to theories of professionalism. In R. Torstendahl & M. Burrage (Eds.), The formation of profession: Knowledge, state and strategy (pp.44-61). London: Sage.
Travers, P. D. & Rebore, R. W. (1995). Foundations of education: Becoming a teacher (3rd ed.). London: Allyn and Bacon.
Tumin, M. M. (1966). Some principles of stratification: A critical analysis. In Reinhard Bendix & Seymour Martin Lipset (Eds.), Class, status, and power: Social stratification in comparative perspective (pp.53-58). London: Routledge & Kegan Paul.
Turner, C. & Hodge, M. N. (1970). Occupations and professions. In J. A. Jackson (Ed.), Professions and professionalization (pp.19-50). Oxford: Cambridge University Press.
Tyack, D. B. (1974). The one best system: A history of American urban education. Cambridge, MA: Harvard University Press.
Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago Press.
U.S. Department of Education (2000). Digest of education statistics, 1999. Washington, D. C.: U.S. Department of Education.
U.S. Department of Education (2002a). The no child left behind act of 2001 preliminary overview of programs and changes. [WWW page] URL http://www.ed.gov/offices/OESE/esea/progsum (visited 2002/10/24)
U.S. Department of Education (2002b). Strategic plan 2002-2007. Washington, D. C.: U.S. Department of Education.
Urban, W. J. & Wagoner, Jr. J. L. (2000). American education: A history (2nd ed.). San Francisco: McGrawHill.
Urban, W. J. (1976). Organized teachers and educational reform during the progressive era: 1890-1920. History of Education Quarterly, 16, 35-52.
Urban, W. J. (1990). Historical studies of teacher education. In W. R. Houston (Ed.), Handbook of research on teacher education (pp.59-71). New York: Macmillan.
Waller, W. (1965). Sociology of teaching (Originally published 1932). New York: Wiley.
Wallis, R. (1985). Institutions. In A. Kuper & J. Kuper (Eds.), The social science encyclopedia (pp. 399-400). London: Routledge & Kegan Paul.
Weiler, K. A. (1997). Women and the professionalization of teaching. In L. J. Saha (Ed.), International encyclopedia of the sociology of education (pp.721-725). Oxford: Elsevier Science Ltd.
Weir, A. D. (1997). Professions under change. In K. Watson, C. Modgil, & S. Modgi (Eds.), Educational dilemmas：Debate and diversity, Vol. 1: Teachers, teacher education and training (pp.18-26). London: Cassell.
Wesley, E. B. (1958). NEA: The first hundred years: The building of the teaching profession. New York: Harper & Brothers.
Whitty, G. & Willmott, E. (1991). Competence-based teacher education: Approaches and issues. Cambridge Journal of Education, 21(3), 309-318.
Whitty, G. (1997). Marketization, the State, and the re-formation of the teaching profession. In A.H. Halsey, H. Lauder, P. Brown, & A. S. Wells (Eds.), Education: culture, economy, society (pp.299-310). Oxford: Oxford University Press.
Whitty, G. (2002). Teacher professionalism in new times. In Wen-Chyuan Hsieh & Sophia Ming-Lee Wen (Eds.), School management and leadership (pp.1-29). Taipei: Hung Yen.
Whitty, G. Power, S. & Halpin, D. (1998). Devolution & choice in education: The school, the state and the market. Melbourne: The Australian Council for Educational Research.
Wiggins, S. P. (1986). Revolution in the teaching profession: A comparative review of two reform reports. Educational Leadership, 44(2), 56-59.
Wilensky, H. L. (1964). The professionalization of everyone? American Journal of Sociology, 70 (2), 137-158.
Williamson, O. E. (2000). The new institutional economics: Taking stock, looking ahead. Journal of Economic Literature, 38, 595-613.
Wittrock, M. C. (Ed.) (1986). The handbook of research on teaching (3rd ed.). New York: Macmillan.
Woodring, P. (1975) The development of teacher education. In K. Ryan (Ed.), Teacher education: The seventy-fourth yearbook of the National Society for the Study of Education (pp.1-24). Chicago: The University of Chicago Press.