Abstract
In the paper we discuss sexual harassment in school environment in connection with requirement of teacher professionalism. Using results of two studies that explored experiences and attitudes of university and high-school students regarding sexual harassment we show limits of teachers'' reflexivity of sexual harassment and postulate a requirement of increased reflexivity on the part of the teachers.
Capacity to reflect one''s own behavior and assumptions is an attribute of pedagogical professionalism whereas a precondition of reflection is specific theoretical knowledge. That is why we discuss a current dominant conceptualization of sexual harassment building on the gender perspective.
We show its position vis-a-vie other explanatory models and suggests their possible consequences for understanding teacher''s professionalism.