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Peer reviewed Peer reviewed
ERIC Number: EJ445393
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0017-8055
EISSN: N/A
Available Date: N/A
Power, Knowledge, and the Rationalization of Teaching: A Genealogy of the Movement to Professionalize Teaching.
Labaree, David F.
Harvard Educational Review, v62 n2 p123-54 Sum 1992
The current movement to professionalize teaching reflects two key factors: (1) efforts by teacher educators to raise their own professional status, and (2) their efforts to develop a science of teaching. Proposed reforms may promote the rationalization of instruction through an authoritative, research-driven, standardized vision of teaching practice. (SK)
Descriptors: Educational Change, Higher Education, Professional Recognition, Teacher Education, Teacher Educators, Teaching (Occupation), Theory Practice Relationship
Publication Type: Journal Articles; Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A