ABSTRACT
This chapter focuses on reforms of teacher education and teaching that is questioned by examining the enactments of the alchemy as generating principles about differences in the urban and rural schools. It explores how the previous practices of the teacher come into contact with the technologies that a teacher applies as the practical, experiential knowledge of "good teaching". The conceptual apparatus that organizes the technologies of teaching is, in one sense, an instrumental, procedural knowledge about how teachers organize the classroom. The classroom strategies that sanctioned the psychological management of the child also sanction the technologies that manage the teacher. The chapter investigates the construction of the teacher through teaching technologies emphasized within the Summer Institute "learning community". In the program, the technologies of managing classrooms are functionally separated from the public social commitments about teaching. The chapter pursues the administrative and academic principles that are inscribed as conceptual distinctions to order the planning of the teacher.
