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• W217959897 abstract "This study explored the multiple effects of professionalization discourse on the creation of a new early childhood teacher certification program at the University of Wisconsin-Madison. The study explored two questions: How is the influence of professional ideology on the construction of the program linked to university prestige and expert knowledge? and How are professional identities represented in the text in terms of science and welfare? The work of Foucault was used to form an archaeological investigation of faculty meeting minutes and memos from the Elementary Education Area. These archival texts were examined for discursive formations without temporal relationships. In so doing, distinctions that were made about university-based teacher education, and the historical relationships through which they emerged, became more visible. The study concluded that various historical constructions governed the creation of the new program, including university prestige, expertise, psychology, and play. Seemingly apolitical, each of these constructions worked to solidify part of an apparatus of power that shapes and manages individuals and populations by formulating the terms of normality and expertise. Unlike more traditional forms of governing, this type of management governs people under the auspices of being more professional. (Author/EV) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** U.S. DEPARTMENT OP EDUCATION Office or Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document hasbeen reproduced as received from the person Of organization originating rL 0 Minor changes have been made to improvo reproduction quality. Points of view or opinions stated in this document do not necessarily represent OrtiCial OERI position or policy. PROFESSIONALISM AND REFORM IN TEACHING CURRICULUM: AN ARCHAEOLOGY OF POSTSECONDARY EDUCATION re tai L Katharina E. Heyning University of Wisconsin-Madison Department of Curriculum and Instruction Mailing address: P.O. Box 14535, Madison, WI 53714-0535 Email: kheyning@facstaff.wisc.edu Paper presented at the annual meeting of the American Educational Research Association March 24-28 Chicago Session 28.25 Small Roundables: Perspectives on College Teaching ST COPY NM L PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY" @default.
• W217959897 created "2016-06-24" @default.
• W217959897 creator A5051357722 @default.
• W217959897 date "1997-03-01" @default.
• W217959897 modified "2023-09-27" @default.
• W217959897 title "Professionalism and Reform in Teaching Curriculum: An Archaeology of Postsecondary Education." @default.
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