While debates rage on regarding various approaches to educational change and improvement, there is no doubt recent decades have been marked by a shift in how these approaches are conceptualized and enacted. In the last 20 or so years many nations have applied neo-liberal principles of competition, profit, and efficiency to the public sector and to education more specifically. Beyond dramatically reshaping policies and practice, so too have they changed the very nature of what it means to be an educator. In particular, the field has seen a move from what some consider more traditional or occupational forms of professionalism to new or organizational professionalism. As a result, many argue, educators have experienced diminished efficacy, commitment, and professionalism. And yet, and as I argue in this piece, in our rush to condemn such practices, we may miss some important opportunities to shift and perhaps expand our understanding of professionalism and its effect on educational change.

中文翻译：

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从新到细微：（重新）考虑教育者的专业精神及其影响

虽然关于教育变革和改进的各种方法的争论很激烈，但毫无疑问，近几十年来，这些方法的概念化和实施方式发生了转变。在过去 20 年左右的时间里，许多国家将竞争、利润和效率的新自由主义原则应用于公共部门，更具体地应用于教育。除了极大地重塑政策和实践之外，它们也改变了作为一名教育者意味着什么的本质。特别是，该领域已经从一些人认为更传统或职业形式的专业精神转变为新的或组织的专业精神。因此，许多人认为，教育工作者的效率、承诺和专业精神都在下降。然而，正如我在这篇文章中所说的，在我们急于谴责这种做法时，