SOCIOLOGY OF EDUCATION SERIES

摘要: The organizational context in which most teachers work is designed to support teaching that follows predictable routines (Rowan, 1990). When teaching does not change much from day to day, a predictable flow of material resources—mainly time and curricular materials to use with students in classrooms—is the primary element of support for teaching (Barr & Dreeben, 1983; Gamoran & Dreeben, 1986). In this conception of teaching, teachers obtain knowledge largely through preservice training, and the purpose of inservice education is to keep teachers abreast of new techniques and accountability demands (Fullan, 2001).