NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ866426
Record Type: Journal
Publication Date: 2009-Apr
Pages: 13
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1354-0602
Seeing Teaching as a Discipline in the Context of Preservice Teacher Education: Insights, Confounding Issues, and Fundamental Questions
Martin, Andrea K.; Russell, Tom
Teachers and Teaching: Theory and Practice, v15 n2 p319-331 Apr 2009
Analysis of our own experiences teaching in preservice teacher education programs leads us to a range of insights, issues, and questions associated with the potential of seeing teaching as a discipline. We begin with the reality that teaching and teacher education appear to students as easy activities, while those who actually do them see them as quite complex. The unexamined influence of every student's inadvertent apprenticeship of observation is explored as an obstacle to seeing teaching as a discipline. We also consider the influences of the history of schooling and the history of educational research. We close by considering the role of parody and paradox in making it difficult to see teaching as a discipline and by calling attention to the importance of interrogating our acts of teaching.
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 - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A