Abstract

In Chile, teaching is in a period of transition between occupation and profession. To examine teachers' perceptions of their profession, the author conducted a qualitative, phenomenological investigation. He interviewed twenty-seven history and social science teachers employed at urban secondary schools in Chile. He found that teachers believe their occupation has the characteristics of a profession, but they perceive that society does agree with that belief. However, participants reported that their main motivation was to disseminate knowledge to students, not to further the professionalization of their occupation. The author suggests that teachers form a professional organization capable of clarifying and expanding its own body of knowledge. They should also promote classroom activities that stimulate student learning and reasoning beyond the transfer of facts. [This report was translated by Ron W. Wilhelm.]