Based on life experience and a corpus of theoretical and empirical research, the author describes the concept of disciplinary culture as an influential context for teachers, students, teacher educators and trainee teachers who wish to increase their understanding and awareness of the complex processes of teaching and learning. In this volume, relying on classic scholars such as Becher, and on the work of Grossman, Stodolsky and Siskin, the author explores and develops the concept of disciplinary culture in the context of ...
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Based on life experience and a corpus of theoretical and empirical research, the author describes the concept of disciplinary culture as an influential context for teachers, students, teacher educators and trainee teachers who wish to increase their understanding and awareness of the complex processes of teaching and learning. In this volume, relying on classic scholars such as Becher, and on the work of Grossman, Stodolsky and Siskin, the author explores and develops the concept of disciplinary culture in the context of Israeli secondary and high school, while delving into its classical facets- the content facet and the pedagogical facet and comparing them across different school disciplines (mathematics, physics, sciences, humanities and English as a second language). Moreover, the author emphasizes the neo-liberal educational culture as an additional context that has an explicit effect on disciplinary cultures, and on the undermining or tightening of their boundaries.
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