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Details van artikel 26 van 31 gevonden artikelen
| Titel: |
Taking subject knowledge seriously: from professional knowledge recipes to complex conceptualizations of teacher development |
| Auteur: |
Ellis, Viv |
| Verschenen in: |
The curriculum journal |
| Paginering: | Jaargang 18 (2007) nr. 4 pagina's 447-462 |
| Jaar: |
2007-12 |
| Inhoud: |
The specification of various categories of knowledge that teachers should possess has been a historically consistent feature of moves to professionalize school teaching and to argue for individual teachers' professional autonomy. In this article, I suggest that the ways in which subject knowledge has been treated in research-based recipes for teachers' professional knowledge are often characterized to various degrees by three epistemological problems: the problem of dualism; the problem of objectivism; and the problem of individualism. In place of dualistic, individualistic and objectivist typologies, the article proposes a realistic alternative: a situated view of subject knowledge as emergent within complex and dynamic social systems. A model of this developmental process is offered that represents the development of subject knowledge in practice, that is, teaching a subject in schools. The article concludes with a brief discussion of the practical implications of this view of subject knowledge and teacher development for teacher education programmes. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 26 van 31 gevonden artikelen
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