NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ811873
Record Type: Journal
Publication Date: 2008-May
Pages: 10
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1366-4530
Born Not Made: The Nativist Myth and Teachers' Thinking
Scott, Catherine; Dinham, Steve
Teacher Development, v12 n2 p115-124 May 2008
In this article, the authors explore the possible origins of nativist myths about teaching expertise in the cultural and organisational context of teaching. They propose that the cultural preference for explanations for human behaviour that are based on personal dispositions conceived of as entities, combined with the opaque nature of teaching expertise, predispose teachers to the belief that ability as a teacher is inborn. They explore the consequences of this belief for professional development, especially development that involves the acceptance of expertise that arises outside the teaching profession. They contrast this with the consequences of a model in which professional expertise is understood as a fluid and "unstable" process. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A