Professionalization has been a recurring theme among educators since the nineteenth century. This paper explores the historical origins and development of the concept and processes of professionalization, both in general and applied to the occupation of teaching. The author argues that professionalization, viewed in its historical and cultural context, presents an inherent contradiction. While the rhetoric of professionalization holds a promise of enhanced autonomy and control for members of an occupation, the reality may often be a "deskilling" of teachers. Historical and sociological data are used to support this hypothesis. A history of professionalization is briefly discussed along with the development of an ideology of professionalization. The author describes the processes by which a hierarchical status structure within education seems to have developed. This is a structure within which practitioners have little power and recognition while research and policymakers may control the knowledge and behaviors of classroom practice. Thus ironically, the language and beliefs of professionalization may be used to mask teachers' lack of autonomy and control. (Author)