The Limits of teacher education reforms: school subjects, alchemies, and an alternative possibility  

Oleh:

Popkewitz, Thomas

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal Of Teacher Education vol. 61 no. 5 (Nov. 2010), page 413-421.
Topik: reforms of teacher education; school subject teaching; the politics of teacher education
Fulltext: The Limits of Teacher Education Reforms- School Subjects.pdf (236.38KB)

Isi artikel

Contemporary U.S. schools and professional reforms call for teachers to have greater disciplinary and pedagogical knowledge for teaching school subjects. Reform efforts leave unexamined the rules and standards of “reason” that historically order school subjects. The notion of alchemy provides an analytic “tool” to consider the processes of translation from disciplinary knowledge to teaching practices. It is argued that the intellectual tools of school pedagogies have little to do with the disciplinary fields. The psychological strategies for defining school subjects historically are strategies of governing who the child is and should be. There is an ironic quality to this alchemy of schooling subjects. Efforts to increase student participation may narrow the possibilities of reflection and action. An alternative style for thinking about the translation of disciplinary fields into the curriculum and “methods” of school subjects is discussed, drawing on studies of science, technology, and mathematics.

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