Elementary and Secondary School Teachers vis-à-vis Knowledge: Some Sociohistorical Considerations about the Problem of Teaching Knowledge
Bibliographic record
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.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".