Professionalism and Politics in High School Teaching Reform.

Autor/in	Talbert, Joan E.
Titel	Professionalism and Politics in High School Teaching Reform.
Quelle	In: Journal of educational change, (2002) 3-4, S.339-363Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1023/A:1021229929671
Schlagwörter	High School; Mathematics Education; School Teaching; Education Research; High School Teaching
Abstract	Abstract This paper takes the case of math educationreform in California to analyze problems andprospects for reforming high school teaching.The experiences of three math departmentsreveal the profoundly political nature of highschool mathematics reform. First, changing mathinstruction means rejecting established normsfor professional practice in mathematics and inteaching more generally. I argue that radicalteaching reform depends upon professionalismand sustained commitment of teachercommunities, as well as on the knowledge ofreformed practice they generate. Second,successful reform engages politics beyond theteaching profession, as the California ``mathwars'' attest. After describing the course oforganized opposition to a reformed high schoolmath department, I examine the rhetoric andvested interests that figure prominently inparents' mobilization against mathematicsreform. The analysis brings into focus the dualproblems for high school teaching reform ofchanging professional practice and engagingpolitical opposition to educational change. Thestunning success of anti-reform politics inAmerican mathematics education highlights theimportance of activist professionalism inteaching.
Erfasst von	OLC
Update	2023/2/05