Learning the Craft: a student teacher's story

Rigano, Donna; Ritchie, Stephen M.

doi:10.1080/1359866990270205

Cited by 4 publications

(2 citation statements)

References 21 publications

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“…Values the craft knowledge of established practitioners as a means of supporting the professional development of less experienced colleagues (Hagger & McIntyre, 2006;Hiebert et al, 2002;Kennedy, 1999;Loughran, 2005;McCluskey, 2007;McIntyre, 2009;Rigano & Ritchie, 1999;Rycroft-Malone et al, 2004) Values the inclusive practices of established practitioners as a means to support the professional development of less experienced colleagues.…”

Section: Teachers' Craft Knowledgementioning

confidence: 98%

“…Notwithstanding these difficulties, the concept of professional craft knowledge has become a fundamental construct in understanding teachers' classroom practice; for example, some educationalists have a strong interest in examining how the craft knowledge of experienced teachers can be drawn upon to support the professional development of less experienced teachers, especially within programmes of initial teacher education (see Hagger & McIntyre, 2006;Kennedy, 1999;Loughran, 2005;McCluskey, 2007;Rigano & Ritchie, 1999). However, as Hagger and McIntyre (2006, p. 28) emphasise in their own research, such studies must not only examine what teachers do in their classrooms, but also the thinking which underlies it.…”

Section: Teachers' Craft Knowledgementioning

confidence: 99%

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Classroom teachers’ craft knowledge of their inclusive practice

Black‐Hawkins

Florian

2012

Teachers and Teaching

111

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Whilst recent decades have seen significant progress in research on inclusive education, many teachers still feel that the research literature does not fully address their professional concerns about how to enact a policy of inclusion in their classrooms. To help to bridge this gap, we drew on the concept of craft knowledge to undertake a detailed study in two Scottish primary schools of the practice of class teachers who are committed to meet the needs of all learners. This paper describes the processes involved, and considers how these helped us to develop a greater understanding of what constitutes inclusive practice, whilst also contributing to a more robustly theorised knowledge of what we have termed inclusive pedagogy, or the inclusive pedagogical approach. Methodological complexities arising from the use of the concept of craft knowledge are also explored.

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