Teacher professionalism in Flemish policy on teacher education: a critical analysis of the Decree on teacher education (2006) in Flanders, Belgium

Abstract

This article uses the new Decree on teacher education in Flanders, Belgium, as a case study to critically examine the changes in the conception of teacher professionalism in education policy. In this examination, the focus is on the ‘form of problematisation’ (Foucault) that is enacted in the texts of the Decree. It will be argued that the Decree reflects the movement from a profession‐oriented to a market‐oriented form of problematisation of teaching and teacher education. The new conception of teacher professionalism will be identified at four levels in the new Decree on teacher education: (1) the definition of the teacher (and her training) as a strategic policy target, (2) the structural reform of teacher education, (3) the qualitative reform of teacher education, and (4) the organisational framing of institutes for teacher education. Based on this analysis, the article concludes that ‘profession‐oriented virtues’ (expertise, responsibility and autonomy) are replaced by ‘entrepreneurial’ or ‘market‐oriented’ virtues (competency/effectiveness, responsiveness and flexibility).

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