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ERIC Number: EJ904710
Record Type: Journal
Publication Date: 2010
Pages: 9
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0022-4871
The Limits of Teacher Education Reforms: School Subjects, Alchemies, and an Alternative Possibility
Popkewitz, Thomas
Journal of Teacher Education, v61 n5 p413-421 Nov-Dec 2010
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. (Contains 5 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States