For a decade, the Bologna Process has been reforming Europe's universities and the education system. Educators are concerned about the professionalism of future teachers and the deprofessionalization of the entire discipline. Kathrin Schramm addresses this diffuse anxiety with thorough analysis, examining the stages of the Bologna Process at the European, national, and subject-specific levels: How can educators position themselves with knowledge of educational profession, professionalization, and professionalism? Additionally, the question arises as to what is generally understood by deprofessionalization. Through selected models of educational professionalism and competence, as well as an engagement with the concept of deprofessionalization, the author develops a foundation for the professional debate.