We contribute to the teacher activism literature an understanding of how activist organizations support professionalization processes. We examine how teachers’ involvement in a local activist organization counteracts the de-professionalizing reforms of the standards and accountability movement and fosters the professionalization of teaching. Our findings suggest that the structures of the activist organization provide opportunities for teachers to create and maintain collective knowledge for curricula and practice, sustain their professional commitments to social justice, and build confidence that promotes voice in educational decision-making. We discuss implications for teacher professionalization and identify the need for future studies on the role of teacher activist organizations on teachers, teaching, and the profession.

我们为教师激进主义文献做出贡献，以了解激进主义组织如何支持专业化进程。我们研究了教师参与当地激进组织如何抵消标准和问责运动的非专业化改革，并促进教学的专业化。我们的研究结果表明，激进组织的结构为教师提供了创造和维护课程和实践的集体知识的机会，维持他们对社会正义的专业承诺，并建立信心以促进在教育决策中的发言权。我们讨论了对教师专业化的影响，并确定了未来研究教师激进组织对教师、教学和职业的作用的必要性。