Neutral and Timeless Truths: A Historical Analysis of Observation and Evaluation in Teacher Training
DOI:
https://doi.org/10.11575/jet.v25i1.44289Abstract
The use of observation as a technique of cultural power through which dominant ideas of teacher behavior are manifested and by which possibilities of teaching behavior are constructed is examined in this paper. The maintaining of documentary records on student teachers' development as teachers characterizes the records as forms of knowledge for reconstituting the student into a teacher. Through an analysis of 19th century Training Registers of the Ontario Provincial Model School in terms of characteristics observed, numerical evaluations, and written comments, the relation between educational processes and the regulation of behavior is described.
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