Examining the “Deprofessionalization” of Secondary Teacher Education in Hungary – A Systematic Literature Review

Garai, Imre (2025) Examining the “Deprofessionalization” of Secondary Teacher Education in Hungary – A Systematic Literature Review. HISTORIA SCHOLASTICA, 11 (1). pp. 177-210. ISSN 1804-4913

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Abstract

Highly trained professionals are essential for the functionality of a modern industrial society. This paper seeks to unveil the usage of the deprofessionalization notion in the international literature to offer an interpretative tool for research examining secondary teacher education in Hungary in the interwar period. In the investigation, a systematic literature review was employed based on the PRISMA protocol with an automatised screening in databases of ERIC and WoS. Three research questions are to be answered. First of all, how the notion of deprofessionalization emerged within the research of professionals. Secondly, to which direction of deprofessionalization research is heading? Lastly, how the notion is used as an interpretative frame in the trait and the critical approach of professionalization theories? The analysis has revealed that the notion is linked to both branches of professionalization theories, which had a consequence on its application forms. Papers within the trait approach emphasize the autonomy of professionals. Historical studies within this theory illustrate processes leading to deprofessionalization. In contrast, the critical approach considers deprofessionalization as a reversed professionalization process. Theoretical de nitions enable the analysis across multiple levels of the deprofessionalization process of professional groups.

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