Elementary and Secondary School Teachers vis-à-vis Knowledge: Some Sociohistorical Considerations about the Problem of Teaching Knowledge

Maurice Tardif

doi:doi:10.11648/j.sjedu.20130105.18

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Elementary and Secondary School Teachers vis-à-vis Knowledge: Some Sociohistorical Considerations about the Problem of Teaching Knowledge

Maurice Tardif

Published in Science Journal of Education (Volume 1, Issue 5)

Received: 12 December 2013 Published: 30 December 2013

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Abstract

For most of the past thirty years, North American research on teacher education and on the teaching profession has focused on the knowledge bases of teaching, and on the courses of action teacher education programs should follow in order to incorporate this knowledge. The present paper is a contribution to this field of research. It does so from a sociological and a historical angle which it must be pointed out, is rather a minor and peripheral option compared to the psychological paradigm generally adopted as far as research on teaching goes. Our perspective allows us to complete and enrich the usual lines of approach related to teachers' professional knowledge. A multifaceted knowledge comprising several types of knowledge acquired from educational institutions, professional training, curricula and daily practice, teacher knowledge thus appears to be essentially heterogenous. But this heterogeneity is not due only to the nature of the types of knowledge present; it also results from the teaching profession's situation vis-à-vis the other knowledge producing and knowledgeable groups as well as educational institutions. In the first part of the present essay, we try to reveal the relationships of exteriority linking teachers to curricular, disciplinary and professional training knowledge. These relationships of exteriority are today part of a social division of intellectual labour between producers of knowledge and educators, between groups and institutions devoted to the noble tasks of knowledge production and legitimization, and the groups and institutions devoted to the tasks of education conceived in the devalued form of the execution and application of pedagogical techniques and know-how.

Published in	Science Journal of Education (Volume 1, Issue 5)
DOI	10.11648/j.sjedu.20130105.18
Page(s)	104-117
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2013. Published by Science Publishing Group

Keywords

School Teachers, Knowledge, Teaching Profession, Professional Identities

References

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Maurice Tardif. (2013). Elementary and Secondary School Teachers vis-à-vis Knowledge: Some Sociohistorical Considerations about the Problem of Teaching Knowledge. Science Journal of Education, 1(5), 104-117. https://doi.org/10.11648/j.sjedu.20130105.18

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Maurice Tardif. Elementary and Secondary School Teachers vis-à-vis Knowledge: Some Sociohistorical Considerations about the Problem of Teaching Knowledge. Sci. J. Educ. 2013, 1(5), 104-117. doi: 10.11648/j.sjedu.20130105.18

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AMA Style

Maurice Tardif. Elementary and Secondary School Teachers vis-à-vis Knowledge: Some Sociohistorical Considerations about the Problem of Teaching Knowledge. Sci J Educ. 2013;1(5):104-117. doi: 10.11648/j.sjedu.20130105.18

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@article{10.11648/j.sjedu.20130105.18,
  author = {Maurice Tardif},
  title = {Elementary and Secondary School Teachers vis-à-vis Knowledge: Some Sociohistorical Considerations about the Problem of Teaching Knowledge},
  journal = {Science Journal of Education},
  volume = {1},
  number = {5},
  pages = {104-117},
  doi = {10.11648/j.sjedu.20130105.18},
  url = {https://doi.org/10.11648/j.sjedu.20130105.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20130105.18},
  abstract = {For most of the past thirty years, North American research on teacher education and on the teaching profession has focused on the knowledge bases of teaching, and on the courses of action teacher education programs should follow in order to incorporate this knowledge. The present paper is a contribution to this field of research. It does so from a sociological and a historical angle which it must be pointed out, is rather a minor and peripheral option compared to the psychological paradigm generally adopted as far as research on teaching goes. Our perspective allows us to complete and enrich the usual lines of approach related to teachers' professional knowledge. A multifaceted knowledge comprising several types of knowledge acquired from educational institutions, professional training, curricula and daily practice, teacher knowledge thus appears to be essentially heterogenous. But this heterogeneity is not due only to the nature of the types of knowledge present; it also results from the teaching profession's situation vis-à-vis the other knowledge producing and knowledgeable groups as well as educational institutions. In the first part of the present essay, we try to reveal the relationships of exteriority linking teachers to curricular, disciplinary and professional training knowledge. These relationships of exteriority are today part of a social division of intellectual labour between producers of knowledge and educators, between groups and institutions devoted to the noble tasks of knowledge production and legitimization, and the groups and institutions devoted to the tasks of education conceived in the devalued form of the execution and application of pedagogical techniques and know-how.},
 year = {2013}
}

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TY  - JOUR
T1  - Elementary and Secondary School Teachers vis-à-vis Knowledge: Some Sociohistorical Considerations about the Problem of Teaching Knowledge
AU  - Maurice Tardif
Y1  - 2013/12/30
PY  - 2013
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AB  - For most of the past thirty years, North American research on teacher education and on the teaching profession has focused on the knowledge bases of teaching, and on the courses of action teacher education programs should follow in order to incorporate this knowledge. The present paper is a contribution to this field of research. It does so from a sociological and a historical angle which it must be pointed out, is rather a minor and peripheral option compared to the psychological paradigm generally adopted as far as research on teaching goes. Our perspective allows us to complete and enrich the usual lines of approach related to teachers' professional knowledge. A multifaceted knowledge comprising several types of knowledge acquired from educational institutions, professional training, curricula and daily practice, teacher knowledge thus appears to be essentially heterogenous. But this heterogeneity is not due only to the nature of the types of knowledge present; it also results from the teaching profession's situation vis-à-vis the other knowledge producing and knowledgeable groups as well as educational institutions. In the first part of the present essay, we try to reveal the relationships of exteriority linking teachers to curricular, disciplinary and professional training knowledge. These relationships of exteriority are today part of a social division of intellectual labour between producers of knowledge and educators, between groups and institutions devoted to the noble tasks of knowledge production and legitimization, and the groups and institutions devoted to the tasks of education conceived in the devalued form of the execution and application of pedagogical techniques and know-how.
VL  - 1
IS  - 5
ER  -

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Author Information

Maurice Tardif

Departement of Fondations of Education, University of Montréal, Montréal, Canada

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Maurice Tardif. (2013). Elementary and Secondary School Teachers vis-à-vis Knowledge: Some Sociohistorical Considerations about the Problem of Teaching Knowledge. Science Journal of Education, 1(5), 104-117. https://doi.org/10.11648/j.sjedu.20130105.18

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ACS Style

Maurice Tardif. Elementary and Secondary School Teachers vis-à-vis Knowledge: Some Sociohistorical Considerations about the Problem of Teaching Knowledge. Sci. J. Educ. 2013, 1(5), 104-117. doi: 10.11648/j.sjedu.20130105.18

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AMA Style

Maurice Tardif. Elementary and Secondary School Teachers vis-à-vis Knowledge: Some Sociohistorical Considerations about the Problem of Teaching Knowledge. Sci J Educ. 2013;1(5):104-117. doi: 10.11648/j.sjedu.20130105.18

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@article{10.11648/j.sjedu.20130105.18,
  author = {Maurice Tardif},
  title = {Elementary and Secondary School Teachers vis-à-vis Knowledge: Some Sociohistorical Considerations about the Problem of Teaching Knowledge},
  journal = {Science Journal of Education},
  volume = {1},
  number = {5},
  pages = {104-117},
  doi = {10.11648/j.sjedu.20130105.18},
  url = {https://doi.org/10.11648/j.sjedu.20130105.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20130105.18},
  abstract = {For most of the past thirty years, North American research on teacher education and on the teaching profession has focused on the knowledge bases of teaching, and on the courses of action teacher education programs should follow in order to incorporate this knowledge. The present paper is a contribution to this field of research. It does so from a sociological and a historical angle which it must be pointed out, is rather a minor and peripheral option compared to the psychological paradigm generally adopted as far as research on teaching goes. Our perspective allows us to complete and enrich the usual lines of approach related to teachers' professional knowledge. A multifaceted knowledge comprising several types of knowledge acquired from educational institutions, professional training, curricula and daily practice, teacher knowledge thus appears to be essentially heterogenous. But this heterogeneity is not due only to the nature of the types of knowledge present; it also results from the teaching profession's situation vis-à-vis the other knowledge producing and knowledgeable groups as well as educational institutions. In the first part of the present essay, we try to reveal the relationships of exteriority linking teachers to curricular, disciplinary and professional training knowledge. These relationships of exteriority are today part of a social division of intellectual labour between producers of knowledge and educators, between groups and institutions devoted to the noble tasks of knowledge production and legitimization, and the groups and institutions devoted to the tasks of education conceived in the devalued form of the execution and application of pedagogical techniques and know-how.},
 year = {2013}
}

Copy | Download

TY  - JOUR
T1  - Elementary and Secondary School Teachers vis-à-vis Knowledge: Some Sociohistorical Considerations about the Problem of Teaching Knowledge
AU  - Maurice Tardif
Y1  - 2013/12/30
PY  - 2013
N1  - https://doi.org/10.11648/j.sjedu.20130105.18
DO  - 10.11648/j.sjedu.20130105.18
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 104
EP  - 117
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20130105.18
AB  - For most of the past thirty years, North American research on teacher education and on the teaching profession has focused on the knowledge bases of teaching, and on the courses of action teacher education programs should follow in order to incorporate this knowledge. The present paper is a contribution to this field of research. It does so from a sociological and a historical angle which it must be pointed out, is rather a minor and peripheral option compared to the psychological paradigm generally adopted as far as research on teaching goes. Our perspective allows us to complete and enrich the usual lines of approach related to teachers' professional knowledge. A multifaceted knowledge comprising several types of knowledge acquired from educational institutions, professional training, curricula and daily practice, teacher knowledge thus appears to be essentially heterogenous. But this heterogeneity is not due only to the nature of the types of knowledge present; it also results from the teaching profession's situation vis-à-vis the other knowledge producing and knowledgeable groups as well as educational institutions. In the first part of the present essay, we try to reveal the relationships of exteriority linking teachers to curricular, disciplinary and professional training knowledge. These relationships of exteriority are today part of a social division of intellectual labour between producers of knowledge and educators, between groups and institutions devoted to the noble tasks of knowledge production and legitimization, and the groups and institutions devoted to the tasks of education conceived in the devalued form of the execution and application of pedagogical techniques and know-how.
VL  - 1
IS  - 5
ER  -

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