Abstract: In the UK over the past twenty years, notions of teacher professionalism have shifted in response to a series of changes to teachers' work processes wroughtby successive governments. Increasing emphasis on accountability, curriculum prescription and performance indicators has diminished teacher autonomy and eroded personal responsibility for professional development. It is argued in the paper that the current Performance management agenda legitimates this erosion through the rhetoric of raising standards.Keywords: poučevanje, profesionalizacijaPublished in RUP: 15.10.2013; Views: 2572; Downloads: 61 Link to full text
