Various ways of thinking about teacher's professionalism that can be found in the literature may make one undertake deeper analyses of this issue. This article draws attention to the idea of being professional in the teacher's profession that was discussed in Christopher Day's book entitled 'Developing Teachers. The Challenges of Lifelong Learning' (Polish ed. 2005). In view of this idea the teacher is seen as a person engaged both in teaching others (teaching understood as moral enterprise) and in shaping his own learning process. In the considerations presented, an attempt is undertaken to answer the following questions: What does it mean to be professional in the teacher's profession? Does intensified professionalisation entails greater teacher's professionalism? Does the intensification of teacher's work influence teacher's autonomy and their sense of professionalism and if so, then in what way? How can teacher's professionalism be viewed in contemporary conditions?
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