This study investigates the discursive construction of teacher professionalism within the Estonian media, comparing two distinct socio-political eras: the interwar period of the 1930s and the contemporary neoliberal landscape of the 2020s. Teacher professionalism is not a static concept but an ideological and historically situated construct, constantly reshaped by societal, political, and cultural transformations. By critically analyzing media representations across these epochs, the research seeks to illuminate how different ideological frameworks—specifically the ideal of teachers as custodians of national culture versus the modern emphasis on accountability and performance—refract in professional identity. This research addresses a significant gap in Estonian educational history by providing a historical-comparative analysis of media discourses, contributing to broader international debates on how public narratives mediate professional identities during times of societal rupture.

The theoretical foundation of this research draws upon the understanding of professionalism as a dynamic ideological construct (Stevenson et al., 2007). The framework incorporates Hoyle’s (1974) distinction between the status and value of teaching and Ozga’s (1995) conceptualization of professionalism as a mechanism of state control. Central to this study is the tension between different models of professionality: the "moral community leader" and the "service provider."

The interwar period is examined through the lens of nation-building, where teachers acted as "cultural custodians", fostering social cohesion and national identity. Conversely, the contemporary analysis is framed by neoliberalism and New Public Management, which align education with market logics such as competition, parental choice, and target-driven performativity. This shift redefines professionalism around measurability and accountability, often at the expense of moral leadership. Furthermore, the study utilizes the concept of "refraction" (Rudd & Goodson, 2016), acknowledging that while teacher professionalism is shaped by global trends like digital transformation and neoliberal governance, these forces are locally reinterpreted within specific national contexts. Freidson’s (2001) emphasis on knowledge-based autonomy and the service of the "public good" provides an additional layer for evaluating how social trust in the profession is constructed or eroded.

The study is guided by three primary research questions and several sub-questions designed to capture discursive shifts:

1. How is teacher professionalism discursively constructed and represented in the media?

* Which discourses of teacher professionalism in the media  have been represented in international academic education journals since the 2000s?

2. Which conceptions of professionalism are dominant in different types of Estonian media and policy documents?

* Are there differences in the discourses of teacher professionalism across various media formats (e.g., specialized teacher newspapers versus general daily newspapers)?

* What qualities do the policy documents of the 1930s and 2020s attribute to teacher professionalism, and what ideologies do they reflect?

3. How does media discourse reflect societal changes and construct the image of teacher professionalism accordingly?

By integrating Estonian findings with international scholarship, this research plans to highlight how global phenomena—such as the intensification of public scrutiny, the impact of COVID-19 on digital transformation, and the rise of performance management—manifest in a specific European context. The study explores how the teaching profession, often characterized by low status or state-limited autonomy (Perkin, 1983), seeks to redefine its value in an era where learning processes are increasingly prioritized over the holistic social roles previously expected of educators. Ultimately, the research hopes to offer a comprehensive look at how political, cultural, and technological changes have shaped the very meaning of what it means to be a "professional" teacher in the modern world. This research attempts to move beyond sequenceing of historical facts to offer a critical interpretation of how education and society mutually influence one another, emphasizing that developments in education drive social and political change as much as they reflect it.

To achieve the research objectives, this study employs Critical Discourse Analysis (CDA). As conceptualized by Van Dijk (2001), CDA investigates how social power relations, inequalities, and ideologies are reproduced and contested through language. This approach is inherently non-neutral; it seeks to uncover power imbalances and highlight the positioning of the marginalized by scrutinizing the linguistic choices of those in power (Wodak & Meyer, 2009; Jørgensen & Phillips, 2002). The research relies exclusively on document analysis, acknowledging that textual codes are historically and socially situated (Aava, 2004). By analyzing these texts, the study explores how discourse acts as a powerful mechanism for shaping social reality (Van Dijk, 2005). The media serves as a primary arena for the dissemination of discourse, often privileging specific narratives while excluding others (Blackmore & Thorpe, 2003). In education, media coverage frequently gravitates toward conflicts and scandals, which can redirect public attention toward reactive, crisis-based responses rather than substantive issues (Evans, 2008). In Estonia’s compact media landscape, dominant discourses in daily newspapers can rapidly become "common sense," naturalizing ideological relations (Wodak & Meyer, 2009). By examining news and opinion pieces, this study analyzes textual modality, tone, and role assignments to reveal how ideologies are encoded in language (Kasik, 2008). The study utilizes a multifaceted corpus to enable a comparative historical analysis: Traditional Media: The primary data includes opinion pieces, editorials, and news articles from Õpetajate Leht, Postimees. Analysis targets specific seasonal windows (e.g., September, March, May) for both the 1930s and 2020s. Political and Institutional Texts: To identify official definitions of professionalism, the study examines codes of ethics, professional standards, and national curricula. Archival and Academic Materials: For the 1930s context, the research analyzes ministry circulars and educational council minutes. This is complemented by a review of international scientific articles and media discourse in journals since the 2000s to provide a global comparative dimension. Through this data, the study reveals which values and oppositions currently sustain hegemony and how the "professional" teacher is reconstructed across different ideological eras.

By utilizing Critical Discourse Analysis, the study aims to reveal the complex contradictions and power relations embedded in the media’s portrayal of teachers. The expected findings will demonstrate how the 1930s cultural custodian model—centered on social cohesion and national identity—contrasts with the 2020s service provider model, which is dictated by neoliberal performance metrics and digital transformation. This comparison provides the critical knowledge necessary to navigate an era saturated with populist promises and shifting ideological agendas, fostering the ability to distinguish between external influences and internal professional values (Wodak & Meyer, 2009). The study provides a scientific foundation for the Estonian Education Strategy 2021–2035, specifically regarding the transformation of career models and professional standards. By highlighting how media discourse shapes public trust and societal expectations, the research serves as an evidence-based tool for policymakers and professional developers. The research carries significant international resonance by aligning with the European Education Area 2025 goals for strengthening the teaching profession. Through its historical comparative lens, the study illustrates how expectations regarding teacher adaptability are constantly shifting in response to global trends, supporting EU efforts to retain high-quality teachers. Furthermore, by examining the impact of digital transformation on professional roles, the research contributes to wider European debates on digital competence and professional autonomy. One of the primary international outputs will be an analytical overview of professionalism concepts since 2000, offering a theoretical symbiosis of media, history, and discourse analysis that provides valuable data for evidence-based policymaking and European cooperation. This work essentially provides a roadmap for understanding how historical and ideological sedimentation affects modern professional identity within the global educational community.

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