The proposal deals with the history of the teaching profession in Austria under the perspective of professionalisation processes. The author focuses on the question of how the Austrian teaching profession developed over the past two hundred years by using various historical sources (e.g. legal texts, journals, newspapers, policy documents, proceedings of teachers associations etc.). A further question deals with specific milestones representing the above mentioned development. The background of this development is highlighted under the perspective of a structural theory-based professionalisation theory (cf. Oevermann 1996, Oevermann 2008). This historical approach to the research topic contributes to understanding the teachers and their role inside the Austrian school system today and the current debate which underpins the reforms of teacher education planned in Austria.

Until the end of the 18^th century teacher education in Austria was primarily organised by the (Catholic) church and the church was the unique supervisor. In an Act in 1770 it was pronounced that the school system was a state issue and not under the responsibility of the church. Through this Act and by introducing mandatory primary education in 1774, the Emperor Maria Theresia set the first step for introducing a new profession: the teaching profession.

The main thesis is that the foundation of the teaching profession in Austria was laid by Maria Theresia in the 18^th century by introducing compulsory education but was then, more and longer than in other European countries – actually until today – subject to political interests.

The following various milestones (e.g. book of methodology in 1775, “Reichsgesetzblatt” in 1849, “Reichsvolksschulgesetz” in 1869, “Schulorganisationsgesetz” in 1962 etc.) which influenced possible professionalisation processes will be considered. The tendencies leading to a teaching profession together with the social and political counter movements will be examined with the intention to reveal the possible reasons why teachers in Austria until today have difficulties with considering themselves as a profession or at least – if they consider themselves as professionals – are not accepted as such neither by the public nor by the government.

Against this background the paper intends to discuss the historical roots of professionalism or its failure to fully develop on the basis of the Austrian example and tries to shed light on the social and cultural environments which contribute to support or hamper professional development.

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