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| Author | : Goodson, Ivor |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 174 |
| Release | : 2003-09-01 |
| Genre | : Education |
| ISBN | : 0335204112 |
Ivor Goodson gives an examination of the state of professional knowledge in teaching and teacher education. It argues that a more active notion of teachers' professional knowledge can, and should, be explored and consolidated by work which focuses on theteacher's life and work using more reflective modes.
| Author | : Ivor Goodson |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 160 |
| Release | : 2003-09-16 |
| Genre | : Education |
| ISBN | : 0335225152 |
Professional Knowledge, Professional Lives sets out to examine the state of professional knowledge with regard to teaching and teacher education. The current situation of professional knowledge is scrutinised with particular regard to the location of educational study within the faculties of education. The fate of disciplinary patterns of study, which have come under attack from the proponents of more practical perspectives, are also examined. Practical perspectives promoted by a wide spectrum of advocates have become part of the fashionable discourse around teacher education recently. These perspectives are interrogated and some of the results of such practical fundamentalism are held up for scrutiny. The author argues that confining professional knowledge entirely within the practical domain would not seem to be a well-thought out strategy for raising professional standards. A more active notion of teachers' professional knowledge can, and should, be explored and consolidated by work which focuses on the teacher's life and work, using more reflective and 'public intellectual' modes.
| Author | : Elizabeth Anne Kinsella |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 181 |
| Release | : 2012-07-30 |
| Genre | : Education |
| ISBN | : 9460917313 |
Phronesis is the Aristotelian notion of practical wisdom. In this collected series, phronesis is explored as an alternate way of considering professional knowledge. In the present context dominated by technical rationalities and instrumentalist approaches, a re-examination of the concept of phronesis offers a fundamental re-visioning of the educational aims in professional schools and continuing professional education programs. This book originated from a conversation amongst an interdisciplinary group of scholars from education, health, philosophy, and sociology, who share concerns that something of fundamental importance – of moral signi?cance – is missing from the vision of what it means to be a professional. The contributors consider the ways in which phronesis offers a generative possibility for reconsidering the professional knowledge of practitioners. The question at the centre of this inquiry is: “If we take phronesis seriously as an organising framework for professional knowledge, what are the implications for professional education and practice?” A multiplicity of understandings emerge as to what is meant by phronesis and how it might be reinterpreted, understood, applied, and extended in a world radically different to that of the progenitor of the term, Aristotle. For those concerned with professional life this is a conversation not to be missed.
| Author | : D. Jean Clandinin |
| Publisher | : |
| Total Pages | : 179 |
| Release | : 1995-01-01 |
| Genre | : Education |
| ISBN | : 9780807734193 |
In this groundbreaking work, the authors and their contributors offer a deep, probing look at the multilayered professional lives of teachers, where moral, historical, personal, epistemological worlds merge. Using the language of metaphor, the authors explore the realm of teachers' knowledge, and how it applies to their lives. Each part of the book focuses on a different aspect or "landscape." Personal stories contributed by real teachers, both beginning and experienced, are interwoven with stories of teacher development, growth, and even failure. This book is essential reading for all teachers, teacher educators, principals, superintendents, staff developers, and those who work in teacher research, professional development, and the philosophy of education.
| Author | : Dr Eva Georgii-Hemming |
| Publisher | : Ashgate Publishing, Ltd. |
| Total Pages | : 366 |
| Release | : 2013-03-28 |
| Genre | : Music |
| ISBN | : 1409473023 |
The complexity of the various forms of knowledge and practices that are encountered by teachers, university lecturers, teacher trainers, student teachers, policy makers and researchers, demands careful thought and reflection. Professional Knowledge in Music Teacher Education focuses on how knowledge is understood, what theories are held and the related assumptions that are made about teachers and learners, as well as how theory and practice can be understood, with useful and imaginative connections made between the two in music teacher education. Internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around knowledge, practice, professionalism, and learning and teaching in music as well as considering how all these elements are influenced by economic, cultural and social forces. The book demonstrates how research can inform pedagogical approaches in music teacher education; methods, courses and field experiences, and prepare teachers for diverse learners from a range of educational settings. The book will appeal to those interested in the development of appropriate professional knowledge and pedagogic practices in music teacher education.
| Author | : Deborah Corrigan |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 328 |
| Release | : 2011-03-01 |
| Genre | : Science |
| ISBN | : 9048139279 |
Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as “evidence-based practice” have been tossed around in the attempt to “measure” such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King’s College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.
| Author | : Eric Hoyle |
| Publisher | : Burns & Oates |
| Total Pages | : 192 |
| Release | : 1995 |
| Genre | : Education |
| ISBN | : |
"Recent legislation has signalled the government's determination to redefine the role of teachers: their status, autonomy and professional knowledge are under review." "This challenging book addresses these important topical issues by analysing the values and attitudes entailed in the idea of professional responsibility, the significance of autonomy for effective practice, and teachers' knowledge. The authors base their analysis on the view that teaching, however defined, is a dynamic entity with a potential for renewal, which should not be underestimated."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
| Author | : Nick Mead |
| Publisher | : Routledge |
| Total Pages | : 165 |
| Release | : 2019-02-01 |
| Genre | : Education |
| ISBN | : 135100333X |
Values and Professional Knowledge in Teacher Education provides distinctive insights into potential strengths to develop trainee teachers’ values within school-based training. Looking at the personal moral and political values of trainees as fundamental to strategic and critical professional knowledge, the book considers a key question about training contexts: to what extent is teacher education embedded in the purpose and rationale of the school so that trainees’ values, and consequently their autonomy and identity, can flourish? The book is research focused and offers case studies that offer vicarious experiences which resonate with the professional needs and concerns of teacher educators. The book opens with a reflective narrative on the experience of a teacher educator in England. Further chapters explore international perspectives on values and professional knowledge in teacher education, applied theoretical principles for developing the relationship between trainee teachers’ values and their professional knowledge, the impact of university and school-based training contexts on the development of values-based professional knowledge, and the challenge of a values-based professional knowledge to current teacher education practice. Values and Professional Knowledge in Teacher Education will be of great interest to academics and post-graduate students in the field of education, university and school-based teacher educators, trainee teachers, researchers, policymakers and school leaders.
| Author | : John Loughran |
| Publisher | : Routledge |
| Total Pages | : 248 |
| Release | : 2012-07-26 |
| Genre | : Education |
| ISBN | : 1136969675 |
How do expert teachers do it? How do they enhance student learning? How do they manage the dilemmas and tensions inherent in working with 25 different students in every lesson? Internationally respected teacher educator John Loughran argues that teachers’ knowledge of what they do is largely tacit and often misunderstood. In this book, he distils the essence of professional practice for classroom teachers. Drawing on the best research on pedagogy, he outlines the crucial principles of teaching and learning, and shows how they are translated into practice using real classroom examples. He emphasises that teaching procedures need to be part of an integrated approach, so that they are genuinely meaningful and result in learning. Throughout, he shows how teachers can engage their students in ways that create a real ‘need to know’, and a desire to become active learners. What Expert Teachers Do is for teachers who want to become really accomplished practitioners.
| Author | : Michael Eraut |
| Publisher | : Psychology Press |
| Total Pages | : 276 |
| Release | : 1994 |
| Genre | : Business & Economics |
| ISBN | : 9780750703314 |
This volume analyzes different types of knowledge and know-how used by practising professionals in their work and how these different kinds of knowledge are acquired by a combination of learning from books, learning from people and learning from personal experience.; Drawing on various examples, problems addressed include the way theory changes and is personalized in practice, and how individuals form generalizations out of their practice. Eraut considers the meaning of client-centredness and its implications, and to what extent professional knowledge is based on intuition, understanding and learning. He considers the issue of competence versus knowledge and the effect of lifelong learning on the quality of practice.
