Placing ‘Knowledge’ in Teacher Education in the English Further Education Sector: An Alternative Approach Based on Collaboration and Evidence-Based Research

Loo, Sai

doi:10.1080/00071005.2014.959465

Cited by 11 publications

(12 citation statements)

References 16 publications

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“…This initial conscious nature of know-how, which becomes second nature (somatic) after numerous applications offers an example of Nonaka and Takeuchi's journey-making from one type of know-how to another. The statement also illustrates Loo's (2014) ongoing recontextualization where the knowledge modifies and morphs into different forms of understanding. The user views this know-how differently after recontextualization.…”

Section: Discussionmentioning

confidence: 88%

“…By inference, he might be referring to Evans et al's content recontextualization where 'disciplinary' knowledge is selected, relocated and refocused for pedagogic purposes. Post-Bernsteinian researchers such as Evans et al (2010) and Loo (2014Loo ( , 2018 do not necessarily adhere to Bernstein's immutability of the vertical and horizontal knowledge in recontextualization. For them, vertical or explicit and horizontal or tacit (to put these in simple terms) may be involved in the recontextualization process.…”

Section: Discussionmentioning

confidence: 99%

“…Terms like 'relevant to the profession' may be linked to this process. Loo (2012Loo ( , 2014 suggests that the process changes the nature of the knowledge and it becomes something else for the user. The two forms of recontextualized knowledge may be known as pedagogic and occupational knowledge respectively.…”

Section: Literature Reviewmentioning

confidence: 99%

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A typology of occupational teachers’ capacities across the three academic levels

Loo¹

2019

Multiple Dimensions of Teaching and Learning for Occupational Practice

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This chapter focuses on the pedagogic activities of teachers, who are involved in professional or work-related provisions. It uses a dual professionalism concept at the initial stage (Handal, 1999) to investigate how teachers acquire and apply their teaching know-how or capacities from curriculum development to teaching strategies. The study of the acquisition of knowledge relies on concepts by Clandinin (1985), Shulman (1987), Becher (1994) and Bernstein (1996). The understanding of the application of know-how refers to theories by Eraut (2004), Evans et al. (2010), Loo (2014) and Winch (2014). In particular, recontextualization processes are used to understand the acquisition and application of the teachers' capacities. In so doing, a list of contextual activities is ascertained from the various recontextualization processes. These activities are derived from the teachers' pedagogic activities across three academic levels and varied disciplines. Thus this chapter offers development of these analysed descriptive narratives and metaphors culminating in a typology of these teaching activities.

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Section: Discussionmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 99%

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A typology of occupational teachers’ capacities across the three academic levels

Loo¹

2019

Multiple Dimensions of Teaching and Learning for Occupational Practice

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“…The applications of teaching and vocational/ occupational knowledge may be understood through the processes of recontextualization (Bernstein, 1996;van Oers, 1998;Barnett, 2006;Evans, Guile, Harris and Allan, 2010;Loo, 2012Loo, , 2014a. Knowledge may be modified through selection, relocation and refocus in another setting (Bernstein, 1996).…”

Section: Conceptual Framework Of Vocational Teachers' Pedagogymentioning

confidence: 99%

Vocational Teachers’ Knowledge, Experiences, and Pedagogy

Loo¹

2018

Handbook of Vocational Education and Training

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This chapter aims to address the two issues of teacher knowledge and pedagogy of VET in the English FE sector. Drawing from a larger research project, it uses the empirical findings from the questionnaire survey and semi-structured interviews of seven FE participants, who teach on VET provisions. In addressing the issue of teacher knowledge, a delineation of teaching knowledge, relevant disciplinary knowledge (Becher, 1994) and theories of learning (Bernstein, 1996) are included. Typologies of teacher knowledge (e.g. Clandinin, 1985; Shulman, 1987; Loo, 2012) are employed to offer a wider perspective of teacher knowledge. From an occupational perspective, conceptions of theoretical knowledge, knowledge of procedures, skill sets, dispositions and past work know-how are drawn from researchers such as Bernstein (1996), Eraut (2004) and Winch (2014). The teacher know-how is used to conceptualise a VET pedagogy framework. Using a Bernsteinian conceptualisation of knowledge types, the processes of recontextualization are used. These processes offer insights into how teacher knowledge may be modified through selection, relocation and refocus for application in a VET pedagogic setting. Using examples of the empirical data, the types, sources and application of VET teachers' know-how are delineated. In this delineation, the theoretical framework draws on concepts such as knowledgeable practice (Evans, 2016), practice architectures (Kemmis and Green, 2013) and Systems 1 and 2 (Kahneman, 2012). The concepts offer additional insights into how VET deliverers use their know-how towards the final choice of the relevant teaching strategies in their specific pedagogic settings. This chapter finally offers contributions and implications resulting from this study.

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“…One professional body has come and gone, and anotherdistinctly employer-led rather than member-ledhas taken its place (Tummons, 2014a). Professional qualifications continue to be characterised by a lack of propositional knowledge (Loo, 2014). By any measure, the processes of professionalisation that the first two sets of standards might have been hoped to promulgate, must be seen as having been only very partially successful, at best.…”

mentioning

confidence: 99%

‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England

Tummons

2016

Research in Post-Compulsory Education

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Placing ‘Knowledge’ in Teacher Education in the English Further Education Sector: An Alternative Approach Based on Collaboration and Evidence-Based Research

Cited by 11 publications

References 16 publications

A typology of occupational teachers’ capacities across the three academic levels

A typology of occupational teachers’ capacities across the three academic levels

Vocational Teachers’ Knowledge, Experiences, and Pedagogy

‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England

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