Power, Knowledge, and the Rationalization of Teaching: A Genealogy of the Movement to Professionalize Teaching

Abstract

In this article, David Labaree presents a genealogy of the current movement to professionalize teaching, focusing on two key factors that define the lineage of this movement and shape its present character and direction. First, he argues that teacher professionalization is an extension of the effort by teacher educators to raise their own professional status. Second,he examines the closely related effort by this same group to develop a science of teaching. Given these roots, the reforms proposed by the Carnegie Task Force on Teaching as a Profession and The Holmes Group may well do more for teacher educators than for teachers or students. More importantly, they may promote the rationalization of classroom instruction by generating momentum toward an authoritative, research-driven, and standardized vision of teaching practice.