Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students

Journal article


Scheiner, Thorsten. (2021). Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students. Teachers and Teaching. pp. 1-11. https://doi.org/10.1080/13540602.2021.2016688
AuthorsScheiner, Thorsten
Abstract

This paper examines fundamental assumptions about the notion of transforming subject matter, which is widely regarded as a core practice of teacher work, a crucial feature of teacher knowledge and a measure of teacher expertise. First, the notion of transforming subject matter and the ways it has been taken up in Anglo-American discourses of teacher knowledge are discussed in relative detail. Second, the paper examines and questions fundamental, yet mostly unexplored, assumptions, including the individual teacher as the locus of transformation, the possessor of the content knowledge at stake and the gatekeeper who enables students to access subject matter content. Finally, these widespread assumptions are problematised against the background of French and German traditions of didactics. These traditions do not regard the capacity to transform subject matter as a characteristic of an individual teacher, but rather of social and cultural systems that are institutionally contextualised and oriented towards normative conceptions of education.

Keywordsdidactic transposition; elementarisation; pedagogical content knowledge; pedagogical transformation; subject matter content
Year2021
JournalTeachers and Teaching
Journal citationpp. 1-11
PublisherRoutledge
ISSN1354-0602
Digital Object Identifier (DOI)https://doi.org/10.1080/13540602.2021.2016688
Scopus EID2-s2.0-85121511305
Research or scholarlyResearch
Page range1-11
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusIn press
Publication dates
Online16 Dec 2021
Publication process dates
Accepted29 Nov 2021
Deposited17 Jan 2022
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