Research on teachers and their teaching aims at understanding what it means to teach. Such research is conducted in a variety of ways. Major users of its findings are teacher educators. It is hoped that the research findings will provide a knowledge base for teacher education programmes often characterised as being more whimsical than rational. There are two basic views of the process of becoming a teacher: "master the model" or "model the master" (Stones, 1972). Both views stress institutional conformity, draw upon institutionalised knowledge and aim at developing technical skill rather than professional competency. The intention of this paper is to suggest a theory, and accompanying methodology, which could be used to explore and develop a model of teacher development more in keeping with institutional and personal freedom: to explore the process of "becoming a.teacher" as proposed by Fielding (1983).
McQualter, J. W. (1985). Teacher Knowledge Part 1: Unstopping the Dam. Australian Journal of Teacher Education, 10(2). https://doi.org/10.14221/ajte.1985v10n2.2