Professionalization has become a given in the worlds of work and education. For a wide variety of professions, public and private organizations and training and further education courses, professionalization is an inescapable reality. However, it takes on diverse, even contradictory meanings, according to what it represents: a managerial imperative imposed by public or managerial policies, or a set of goals defined by an ideal of service or quality of work.The purpose of Encyclopedia of Professionalization is to discuss the current challenges facing professionalization and, by exploring major research traditions, to clarify the meanings associated with this concept and the various phenomena it encompasses.Three major notions of professionalization are examined: the manufacturing of professions in pursuit of autonomy, the rise of professionalisms embodying notions of a job well done, and the construction of renewed professionalities at the very heart of work situations and training systems.Table of ContentsIntroduction / Didier DEMAZIÈRE and Richard WITTORSKIPart 1 - Professionalization, the Manufacturing of ProfessionsChapter 1 - Professionalization, Practical Wisdom and Vulnerabilities Florent CHAMPY1.1 Introduction1.2 Classic professionalization theories 1.2.1 The functionalist theory 1.2.2 The interactionist critique1.2.3 Andrew Abbott’s theory1.3 The protection of professions with prudential practice 1.3.1 The fragilities of practical wisdom and the theory of professionalization1.3.2 The professionalization of American medicine 1.3.3 Medicine and doctors according to Osler1.3.4 The “social case work” according to Mary Richmond 1.3.5 Professionalization theories and historical facts 1.4 Objectivity, professionalism metamorphoses and vulnerabilities1.4.1 The end of the golden age for professions 1.4.2 Organizational professionalism, new public management and practical wisdom 1.4.3 The stubborn mirage of the scientificity of practices 1.4.4 Mobilizations and challenges to professionality 1.5 Conclusion 1.6 ReferencesChapter 2 - Professionalization: The Mystery of Boundaries Didier DEMAZIÈRE2.1 Professionalization as the selection of professions 2.1.1 Professionalization for all? 2.1.2 Is there a professions perimeter?2.1.3 At a distance from the arrival point: professional groups 2.2 Professionalization as friction at the boundaries 2.2.1 Tensions around professionalization 2.2.2 The risks of deprofessionalization? 2.2.3 Professional groups as professionalizations2.3 Conclusion 2.4 References Part 2 Professionalization, the Rise of Professionalisms Chapter 3 - New Requirements and Standards at Work: Driving Forces and Limitations to the Recomposition of Professional Autonomy and Responsibility Arnaud MIAS3.1 Greater autonomy in the face of increasing work requirements? 3.2 Project, network and trust: new labor standards? 3.2.1 Professionals threatened by project management 3.2.2 The promises of the Agile method put to the test by employee commitment 3.3 Professionalization or standardization? New forms of work standardization 3.3.1 Quality management, between standardization and individual responsibilization 3.3.2 Lean management, an exacerbation of the tensions associated with the standardizing ambition 3.4 New Public Management: work standardization for public employees? 3.5 Experimenting with new forms of labor governance 3.5.1 The “liberated” company: a disruptive proposal? 3.5.2 What regulation of autonomy at work? The example of lean 3.5.3 The problematic engineering of discussion spaces3.6 Conclusion 3.7 References Chapter 4 - Struggles Over the Definition of a “Job Well Done” Valérie BOUSSARD4.1 The definition of a job well done, the cornerstone of professionalism 4.1.1 The rules of the art4.1.2 The professional ethos4.1.3 Boundaries and hierarchies 4.2 A job well done, determined by the professionals themselves 4.2.1 Rules of the art learned through professional socialization 4.2.2 Rules of the art developed by the profession itself4.2.3 Sanctions for “poorly done” work 4.2.4 A definition of a job well done which addresses audiences 4.3 When the definition of a job well done escapes professionals 4.3.1 Prescription of a job well done, by the state 4.3.2 Prescription of a job well done, by management 4.3.3 Prescription of a job well done, by users 4.4 Struggles around the definition of a job well done 4.4.1 Institutional struggles 4.4.2 Pragmatic struggles 4.5 Conclusion 4.6 References Chapter 5 - Professionalization as an Object of Tensions between Institutional, Collective and Individual Logics Mokhtar KADDOURI5.1 The ambiguous status of the term professionalization: between camouflage and the revelation of tensions between and within the configurations of actors 5.2 Professionalization as a configuration of actors engaged in interdependent and tensional dynamics: illustration of configurations of actors in tension around a professionalization scheme5.2.1 The context of the professionalization project 5.2.2 Actors in tension around the professionalization scheme 5.3 Conflicting relationships and reconfigurations of variable actors around the professionalization scheme 5.3.1 Some characteristics of the relationships between and within the categories of actors 5.3.2 Multiple logics in tension5.4 Professionalization as the production of skills and of professional identities 5.4.1 Professionalization as an institutional offer of skills and identities 5.4.2 Professionalization as a claim to skills and collective professional identity 5.4.3 Professionalization as a factory of skills and an individual professional identity 5.5 Conclusion 5.5.1 Professionalization as a tensional combination of interdependent actor logics 5.5.2 Resistance to professionalization as a factor asserting our professionalism and claiming identity 5.6 References Part 3 Professionalization, the Construction of Professionalities Chapter 6 - Apprenticeship in Education and in Training: Foundation for Adult Training, Professionalization Analyzer of Educational Paths and Pedagogic Figure Philippe MAUBANT6.1 Contexts and conditions for the emergence of apprenticeship programs in education and in training 6.1.1 Apprenticeship through the prism of everyday life 6.1.2 Apprenticeship and its ambitions to master spaces and times 6.1.3 Apprenticeship, environments and situations 6.1.4 Three major philosophical debates echo three major questions posed to apprenticeship programs6.1.5 The ambitions of apprenticeship6.2 The apprenticeship pedagogy(ies): foundations, conceptions and uses 6.2.1 From the learning pedagogies to the apprenticeship pedagogies 6.2.2 Images, words and forms of apprenticeship pedagogies 6.2.3 From learning models to apprenticeship pedagogic configurations 6.2.4 Analytical theories of the work activity: new perspectives for thinking about an apprenticeship pedagogy 6.3 Conclusion: apprenticeship, stage director of professionalization paths and critical friend of life paths 6.4 References Chapter 7 - The Relationships Between Professionalization and the Work Situation: Professional Challenges and Social Relationships Sandra ENLART7.1 The social order at the center 7.1.1 When to learn is to obey: compagnons, artisans, workers in history7.1.2 At the end of the war: when to learn is to apply 7.1.3 Learning means participating in a professional community in a “peripheral and legitimate” way7.2 The individual at the center 7.2.1 The turning point of individualism and the coronation of the employee actor7.2.2 Learning: developing skills and transferring them7.2.3 The digital revolution and the health crisis: learning and working remotely from the organization 7.3 Activity at the center 7.3.1 WPL and communities of practice: an encompassing theoretical framework 7.3.2 Professional didactics: professional activity, at the heart of schemes 7.3.3 Empowering environments and feedback from the learning organization7.4 Conclusion 7.5 References Chapter 8 - Learning in the Workplace: Recurrent and Emerging Conceptions and PracticesStephen BILLETT8.1 Purposes of learning through work8.2 Utilizing, enriching and augmenting workplace learning experiences8.3 Learning through occupational practice 8.4 Supporting, augmenting and guiding learning at work 8.5 Promoting and engaging workers’ personal epistemologies8.6 Recurrent and emerging conceptions and practices: learning through work8.7 References Chapter 9 - The Activity Analysis Approach in Education and Training Sciences: Challenges, Principles and Perspectives Joris THIEVENAZ9.1 The intelligibility of relationships between work and learning: a scientific and praxeological challenge 9.1.1 A field of research constituting education and training sciences9.1.2 A professional and social challenge 9.1.3 A rapprochement between two worlds: work and professional training 9.2 The reference in education and training sciences to different theoretical trends or approaches which study the way in which humans act, learn and transform themselves by producing 9.2.1 Pioneering work establishing the principles of work analysis in relation to formative and developmental concerns 9.2.2 Professional didactics9.2.3 The activity clinic and the psycho-dynamics of work 9.2.4 Ergology 9.2.5 The course of action 9.2.6 The psycho-phenomenological approach to experience9.2.7 Linguistic and interactional approaches9.2.8 The epistemology of activity analysis frameworks 9.2.9 A Deweyan approach to experience 9.3 Principles which structure and guide research work in education and training sciences 9.3.1 The enigmatic nature of work and activities 9.3.2 The distinction between task and activity 9.3.3 The essential immersion in work spaces 9.3.4 Taking into account both the productive and formative dimension of human activity 9.3.5 Taking into account the unique and situated character of human activities 9.3.6 An intention that is both epistemic and praxeological in the production of knowledge 9.3.7 The co-construction of valid knowledge 9.3.8 A holistic approach to human action9.4 A micrological mode observation and analysis of human activities in a situation of production of goods and/or services 9.4.1 Attention to detail, the silent, the ordinary and the “almost nothing” 9.4.2 From the singular to the universal9.5 Conclusion 9.6 References Chapter 10 - Professionalism and the Auto/Biographical Imagination Linden WEST10.1 Introduction: auto/biography and professionalism 10.2 The central role of the European Society for Research on the Education of Adults (ESREA) 10.3 A case in point 10.4 Doing “educational biography” 10.5 More Canterbury tales 10.6 Narrative competence 10.7 Travelling south 10.8 Imagining the future 10.9 Conclusion: a wider world, constraints and new opportunities10.10 References Conclusion: Manufacturing of Professions, Production of Professionalities and Rise of Professionalism: Interdependence and Reciprocal Transformations of Individuals, Collectives, Organizations and Environments Richard WITTORSKIList of Authors Index