78

This contribution discusses the hypothesis that school subjects are both a key organising force in the work and experience of secondary school teachers and the vehicle for the development of particular disciplinary cultures. It sets out to discuss the value of this notion for understanding and intervening in the training and professional development processes of secondary school teachers. Starting with an overview of the Anglo-Saxon research context in which this notion emerged and an illustration of how it has migrated into the field of teacher training research, this contribution raises various questions about the value and limitations of this notion as it relates to the process of socialisation to these cultures and how these cultures emerge in ways of constructing meaning in the work and teaching experience.