Publication at Faculty of Mathematics and Physics, Faculty of Education |
2008
Abstract
The review of Ivor Goodson?s critique of the research of teacher?s content knowledge is presented. The core of the critique is aimed at the fact that, according to Goodson, research structured according to the school subjects fragmented educational community and obscured the general problems and negative social effects of contemporary school system.
While not following the path of reconceptualisation of the field suggested by Goodson and others, we accept some conceptual and methodological ideas that could be useful for our research and his communication to students and teachers.