The ‘Hidden Pedagogy’ and its Implications for Teacher Training
Bibliographic Data
| ID | 11166232 |
|---|---|
| Authors | Martyn Densgombe (Leicester College, corresponding author) |
| Year | 1982 |
| Volume | 3 |
| Issue | 3 |
| Pages | 249-265 |
| Publication date | 1982-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0142569820030303 |
| OpenAlex | W2159397099 |
| Language | EN |
| Citations received | 21 |
| References cited | 29 |
Despite the diversity of training they receive and the diversity of subjects and schools in which they work, teachers tend to share a vision of their work in which ‘classroom control’ and ‘classroom privacy’ figure prominently. This common element in their understanding of the work can be explained by the fact that they share one overriding influence on their attitudes and approaches to the job — assroom experience. Because this experience itself is shaped by some characteristic features of the material and social organisation of classrooms, teachers tend to share certain problems, dilemmas, frustrations and opportunities that come as normal parts of classroom experience and which present the teachers with some practical imperatives they cannot afford to ignore. Classroom experience, for this reason, fosters a set of pragmatic beliefs about the job which, by way of contrast with formal educational theory, can be regarded as a ‘hidden pedagogy’. This generally involves a belief in the need to establish classroom control and to maintain the privacy of the situation as absoute prerequisites for successful teaching — a belief that gets carried through from generation to generation of teachers and which remains remarkably unchanged despite superficial alterations to pedagogy, curriculum and school organisation because the basic structural features of classroom experience have remained unaltered. Any attempt to innovate and alter the work of teachers needs to take into account this hidden dimension of the job and consider carefully the repercussions of pedagogic proposals for the deep‐rooted vision of competent teaching it contains
Control (management · Curriculum · Diversity (politics · Element (criminal law · Hidden curriculum · Mathematics education · Pedagogy · Political science · Set (abstract data type · Sociology · Work (physics · Computer Science · Education and Professional Development · Educational Methods and Teacher Development · Law · Psychology · Psychology of Development and Education
The emotional geographies of teachers’ relations with colleagues
Teaching as regulated improvisation
Cultural Myths in the Making of a Teacher
Teacher Socialisation and Teacher Attitudes Towards Indigenous Children
Reforming Again, Again, and Again
Putting teacher experience back into curriculum theory
Nature Took Its Course”? Student Teachers & Gender Awareness
Preservice teachers reflect on the authority issue
Determinants of teacher work
International Aid Agencies, Learner-centred Pedagogy and Political Democratisation
The Constitution of Teachers' Knowledge
A conceptual-empirical typology of social science research methods pedagogy
Teachers’ Work as Bricolage
Teacher Ideology and Sex Roles in Curriculum Texts
Socialisation into Teaching
Constructing Teacher Culture
School Climate and the Psychological State of the Individual Teacher as Factors Affecting the Utilisation of Educational Ideas Following an Inservice Course
No Good Surprises
Exploring 'Cultures of Learning
Teachers' Work
Lévi-Strauss's Bricolage and Theorizing Teachers' Work
The semi-professions and their organization
The education of American teachers
Institutions and the Person
Small Town Teacher
The sociology of teaching.
Schooling the Smash Street Kids
Schooling in capitalist America
Power and ideology in education
Organization Without Authority
The Work Context of Teaching
The Professional Socialization of Schoolteachers as Social Assimilation
A Follow-up of Teachers Five Years After Completing Their Training
The Bureaucratic Socialization of Student Teachers
| Unique citing works | 21 |
|---|---|
| Citations per year | 0,51 |
| Citation span | 1985 - 2023 (39) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 21 |