Knowledge Discourses and Coherence in Professional Education

Abstract

In recent years, significant attention has been paid to the relationship between different knowledge domains in professional education, based on the assumption that achieving coherence between domains is important for student learning and educational quality. In particular, much research has addressed questions of knowledge integration across different sites of learning. However, less attention has been paid to the epistemic diversity of the campus-based programme context and to how relationships between knowledge domains are constructed within epistemically diverse professional programmes. This article addresses this gap by examining how program leaders discursively position disciplinary knowledge in relation to the mandate of teacher education. The data consist of interviews and logs from 20 program leaders at four higher education institutions. The analysis identifies four accounts of the role of disciplinary knowledge in teacher education. The article concludes by discussing implications for efforts to achieve coherence and knowledge integration in professional education.

Full issue Vol. 12, No. 3 (2022)

“…Here, the analysis reveals a misunderstanding and confusion around the purpose of learning research skills at the university. The study contributed to challenges in integrating different knowledge domains into teachers' professional work (Hermansen, 2020) and the need to recognise knowledge sharing and epistemic engagement as important to teachers' competencies in educating teachers (Jensen et al, 2022). For its part, it contributed to the challenge addressed in shifting attention from individual autonomy to the performance of a collective teacher community and their epistemic agency, as well as the recognition of a research-oriented teacher role (Jensen et al, 2022).…”

Methodological Insights on Teachers’ Professional Agency in Narratives

“…Here, the analysis reveals a misunderstanding and confusion around the purpose of learning research skills at the university. The study contributed to challenges in integrating different knowledge domains into teachers' professional work (Hermansen, 2020) and the need to recognise knowledge sharing and epistemic engagement as important to teachers' competencies in educating teachers (Jensen et al, 2022). For its part, it contributed to the challenge addressed in shifting attention from individual autonomy to the performance of a collective teacher community and their epistemic agency, as well as the recognition of a research-oriented teacher role (Jensen et al, 2022).…”

Мир Профессий В Контексте Труда И Занятости: Пандемическое И Цифровое Вертиго

“…Зарубежных коллег продолжают волновать «вечные темы» социологии занятий и профессий -циркуляции и согласованности профессионального знания в системе специального образования [Hermansen, 2020], гендерного неравенства в профессиях -в частности, в академической сфере [Gaiaschi, 2021], влияние менеджериализма на профессиональную культуру street-level бюрократов (streetlevel bureaucrats (SLBs)) социальной сферы [Jacobsson, Wallinder, Seeing, 2020], включая эффект «волокиты» («red tape»), вызванный излишней стандартизацией и частыми изменениями в управленческих процедурах [Dudau, Kominis, Brunetto, 2020]. Появились и работы, посвященные трансформации женских профессиональных карьер в период внешних потрясений [Cohen, Duberley, 2020].…”