Scientization of professional teacher knowledges and construction of teaching methods
MetadataShow full item record
Lee, S. Y., & Winandy, J. (2021). Scientization of professional teacher knowledges and construction of teaching methods. Paedagogica Historica, doi:10.1080/00309230.2021.1983621
This article explores how the idea of teachers as agents of change is historically constructed through the institutionalisation, secularisation, and normalisation process of professional teacher knowledges. Authors comparatively examine eighteenth-century Habsburg Monarchy literary sources and nineteenth-century US documents on the formation and expansion of public elementary teacher education institutions. The analysis highlights two points. First, the focus of teacher training was changed from the religious tradition to secularised practices by adopting modern science in teacher education; second, the construction of professional teacher knowledges in the form of “teaching methods” made it possible for the teacher to be a social agent. Despite the differences in time and place, teacher education institutions during the nation-building periods commonly adopted and used modern science for teacher training, emphasising sensory knowledge and empiricism as alternative means of professional development. Highlighting the training of teachers through modern science and methodical practices as a normalising process to make the ideal(ised) teacher, this study shows how teachers were constituted as a profession for the nation, whose salvific agential roles still remained in the scientific forms of teaching methods and secularised notions of teacher agency.
Click on the DOI link to access the article (may not be free).
Showing items related by title, author, creator and subject.
White teacher's challenge: racial and cultural differences between White teachers and students of Color Burkhalter, Kimberly D. Johnson (Wichita State University. Graduate School, 2011-05-04)Across the United States, students of color, make up approximately 69% of the urban school population. More than 85% of the classroom teachers are white, predominately female, and 40% of the urban schools do not have ...
Jantz, Allen W. (Wichita State University, 2010-12)While the cultural landscape of society is becoming more diverse, the teaching population continues to remain largely white and female. Teacher preparation programs must prepare future teachers for the diversity with ...
A case study of co-teaching between a regular education teacher and a special education teacher in an elementary school Mickelson, Kathryn A. (Wichita State University, 2008-12)Teacher isolation continues to be a product of a strong school culture belief system that creates a professional challenge for educators attempting inclusive educational practices, particularly co-teaching partnerships ...