Teachers’ Professional Knowledge Bases: Negotiating Pedagogic Identities in New Times
نویسنده
چکیده
The theoretical models of teachers’ knowledge bases, as developed by Shulman (1987) and Turner-Bisset (1997, 1999), do not overtly support Elbaz’s (1983), Lampert’s (1984) and Nias’ (1989) earlier suppositions that a teacher’s knowledge of self influences their pedagogic work. A review of the empirical literature produced by Connell (1985), Sikes, Measor and Woods (1985), Weber and Mitchell (1995), Osler (1997), Johnston (1999) and Bullough and Gitlin (2001) gives purchase to the notion that a teacher’s position, status and work are not determined by their technical or knowledge competences alone; gender, social class, culture/ethnic identity and dress also help constitute pedagogic identities.
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