From the first attempts to prepare, train and educate teachers the official knowledge of the state has shaped what was identified as worth knowing, the curriculum. The knowledge and skills imparted link with political, economic and social priorities of the state. The formalization of this knowledge via pupil-teacher schemes, normal schools, as well as teachers’ colleges and universities was imperative in order for the state to define and control what was taught and who taught. Furthermore, central control of the curriculum, examination, classification and certification of teachers ensured that the agenda of the state was transported into the nation’s classrooms. Thus, the primary objective was to both produce and reproduce ‘good’ and ‘capable’ teachers ‘free from defect or infirmity’ to teach the skills and knowledge required for disciplined future citizenship.
Fitzgerald, T. and Knipe, S. (2019), "Official Knowledge", Historical Perspectives on Teacher Preparation in Aotearoa New Zealand (Emerald Studies in Teacher Preparation in National and Global Contexts), Emerald Publishing Limited, Bingley, pp. 79-102. https://doi.org/10.1108/978-1-78754-639-42019005
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