The idea of knowledge within the field of teacher education is constituted by certain arguments. Our concern is that the discussions of knowledge within teacher education do not include issues of race, class, gender, or power relations. Within this article, we examine pervasive ideas about knowledge, briefly addressing perceptions in popular media, and then move on to discuss the professional literature and especially the idea of a knowledge base for teacher candidates. We look at the idea of a knowledge base for the gaps and ideas that are missing, especially in the area of questioning the effects of social, cultural, and historical movements as well as power relationships. Questioning such discussions about knowledge for teacher educators requires a tool for making connections between such academic discussions and social movements and we present social mooring as such a tool.
Get full access to this article
View all access options for this article.
References
1.
American Youth Policy Forum. (1999). Summary of The Forgotten Half Revisited: American youth and young families, 1988–2008.Washington, DC: Author.
2.
AppleM. W. (1986). Teachers and texts: A political economy of class and gender relations in education.New York: Routledge.
3.
BakerB. (1998). Child-centered teaching, redemption, and educational identities: A history of the present. Educational Theory, 48 (2), 155–174.
4.
BakerB. (in press). In perpetual motion: Theories of power, educational history, and the child.New York: Peter Lang.
5.
BestorA. (1955). The restoration of learning: A program for redeeming the unfulfilled promise of American education.New York: Knopf.
6.
BoyerE. (1983). High school: A report on secondary education in America.New York: Harper and Row.
7.
CallahanR. E. (1962). Education and the cult of efficiency: A study of the social forces that have shaped the administration of the public schools.Chicago: University of Chicago Press.
8.
Carnegie Forum on Education and the Economy's Task Force on Teaching as a Profession. (1986). A nation prepared: Teachers for the twenty-first century.New York: Carnegie Corporation.
9.
ColeM., & GriffinP. (1987). Contextual factors in education.Madison, WI: Wisconsin Center for Education Research.
10.
ConantJ. B. (1963). The education of American teachers.New York: McGraw-Hill.
11.
De CastellS., LukeA., & EganK. (1986). Literacy, society, and schooling: A reader, New York: Cambridge University Press.
GraueM. E., & WalshD. (1998). Studying children in context: Theories, methods, ethics.Thousand Oaks, CA: Sage.
14.
GrossmanP. L. (1990). The making of a teacher: Teacher knowledge and teacher education.New York: Teachers College, Columbia University.
15.
HalperinS. (Ed.). (1999). The forgotten half revisited: American youth and young families, 1988–2008.Washington, DC: American Youth Policy Forum.
16.
Holmes Group. (1986). Tomorrow's teachers: A report of the Holmes Group.East Lansing, MI: Author.
17.
KanstoroomM. (2000). How to get better teachers: A commonsense approach. Educational Horizons, 78 (3), 131–132.
18.
KliebardH. M. (1995). The struggle for the American curriculum (2nd ed.). New York: Routledge.
19.
KoernerJ. (1963). The miseducation of American teachers.Baltimore: Penguin Books.
20.
Ladson-BillingsG. (1994). The dreamkeepers: Successful teachers of African American children.San Francisco: Jossey-Bass.
21.
LanierJ., & LittleJ. (1986). Research on teacher education. In WittrockM. (Ed.), Handbook of research on teaching (3rd ed., pp. 527–569). New York: Macmillan.
22.
LankshearC., & McLarenP. (Eds.). (1993). Critical literacy: Politics, praxis, and the postmodern.Albany, NY: State University of New York Press.
23.
LewontinR. C. (1991). Biology as ideology: The doctrine of DNA.New York: Harper Perennial.
24.
LucasC. J. (1997). Teacher education in America: Reform agendas for the twenty-first century.New York: St. Martin's Press.
25.
The National Center for School to Work Training. (1999). School to work.Calhoun, NY: Author.
26.
National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform.Washington, DC: U.S. Department of Education.
27.
National Commission on Teaching and America's Future. (1996). What matters most: Teaching for America's future.New York: Author.
28.
NewmannF. M., SecadaW. G., & WehlageG. G. (1995). A guide to authentic instruction and assessment: Vision, standards, and scoring.Madison, WI: Center on Organization and Restructuring of Schools.
29.
OlsonL. (1997). The school-to-work revolution: How employers and educators are joining forces to prepare tomorrow's skilled workforce.Reading, MA: Addison-Wesley.
30.
One Hundred Third Congress of the United States of America. (1994). School-to-Work Opportunities Act of 1994. http://www.stw.ed.gov/factsht/act.htm.
31.
PackerA. H., PinesM. W., StlukaM. F., & SurowiecC. (1996). School-to-work.Princeton, NJ: Eye on Education, Inc.
32.
PopkewitzT. S. (1998). Struggling for the soul: The politics of schooling and the construction of the teacher.New York: Teachers College Press.
33.
ResnickL. B., & WirtJ. G. (Eds.). (1996). Linking school and work: Roles for standards and assessment.San Francisco, CA: Jossey-Bass Publishers.
34.
RickoverH. G. (1959). Education and freedom.New York: Dutton.
35.
RyanK., & CooperJ. M. (1995). Those who can, teach (7th ed.). Boston: Houghton Mifflin Company.
36.
ShawB. (1903). Man and superman: Maxims for revolutionists.Baltimore: Penguin Books.
37.
ShulmanL. (1987). Knowledge and teaching foundations of the new reform. Harvard Educational Review, 57 (1), 1–22.
38.
ShulmanL. (1990). Research in teaching and learning, Volume 1: Paradigms and programs.New York: Macmillan Publishing Company.
39.
SikulaJ. (1996). Introduction. In SikulaJ., ButteryT. J., & GuytonE. (Eds.), Handbook of research on teacher education (2nd ed.). New York: Simon and Schuster Macmillan.
40.
SmithG. P. (1998). Common sense about uncommon knowledge: The knowledge bases for diversity.Washington, DC: AACTE Publications.
41.
SnowC. E. (1998). Testimony before the Senate Committee on Labor and Human Resources. At the Hearing Overview of Reading and Literacy Initiatives, April 28, 1998. [Online]. Available: http://www.nas.edu/ocga/testmon.nsf/
42.
SpringJ. H. (1972). Education and the rise of the corporate state.Boston: Beacon Press.
43.
SpringJ. H. (1991). American education: An introduction to social and political aspects.New York: Longman.
44.
SteinbergA. (1998). Real learning, real work: School-to-work as high school reform.New York: Routledge.
45.
Task Force on Education and Employment. (1979). Education for employment: Knowledge for action.Washington, DC: National Academy of Education.
46.
ThurowL. C. (1999). Building wealth: The new rules for individuals, companies, and nations in a knowledge-based economy.New York: Harper Collins Publishers
47.
VanceV., & SchlechtyP. C. (1982). The distribution of academic ability in the teaching force: Policy implications. Phi Delta Kappan, 64 (1), 22–27.
48.
WallerW. (1932). The sociology of teaching.New York: Wiley & Sons.
49.
WeaverT. M. (1979). The need for new talents in teaching. Phi Delta Kappan, 61, 29–46.
