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Abstract

Sociological and political theories on the professions indicate that established professions utilize unique forms of inquiry and interpretation to guide practice. This essay argues that for teaching to become professionalized, unique forms of inquiry and interpretation need to be emphasized. Utilizing the concept of professional jurisdiction, the essay argues that other professions' forms of inquiry, while not detrimental to the purpose of teacher professionalization, do not establish the distinctive skills upon which teachers can lay claim.

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