NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ786078
Record Type: Journal
Publication Date: 2008-Feb
Pages: 14
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
The Things (We Think) We (Ought To) Do: Ideological Processes and Practices in Teaching
Pachler, Norbert; Makoe, Pinky; Burns, Michele; Blommaert, Jan
Teaching and Teacher Education: An International Journal of Research and Studies, v24 n2 p437-450 Feb 2008
Ideologies of education and of teaching are complex and layered, and they contain macro-social, institutional as well as micro-ideological levels. Building on cases from the UK and South Africa, this paper argues that notions of "professionalism" among teachers display such ideological layering, and that such notions are heavily invested with interests that transcend the operational or institutional scales. In the case of the UK, we discuss the way in which a teacher described her experience of taking a degree course, exposing a rift between individual, experiential knowledge and institutional, organisational knowledge, characteristic of the large-scale transformations of the educational field in the UK. In the South African case, we show how a white teacher instructing black township children deploys images of the disciplined body that derive from the Apartheid "old order". In both cases we see that views of professionalism are infused with micro-ideological, practical beliefs as well as with macro-ideological social and political views. In terms of the implications of our line of argument for teacher education we conclude that student teachers should be taught explicitly about the discourses by which teaching is constructed so that they are able to reflect more critically on their professional practice.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa; United Kingdom