The contribution of educational research to teachers’ professional learning: philosophical understandings

Winch, Christopher; Oancea, Alis; Orchard, Janet

doi:10.1080/03054985.2015.1017406

Cited by 180 publications

(159 citation statements)

References 26 publications

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“…In parallel, the debate around the nature of the teaching profession, the knowledge and skills teachers need, where and how this is produced and developed, has gained increasingly more attention both in research and policy communities (Guerriero, 2017 [16] ; Hargreaves, 1996 [17] ; Hiebert, Gallimore and Stigler, 2002 [18] ; Whitty and Furlong, 2017 [19] ). Most researchers argue that teachers' need a specialised knowledge base on which they base their professional judgement (Guerriero, 2017 [16] ; Hargreaves, 1996 [17] ), but the type and sources of this knowledge base is debated (Hiebert, Gallimore and Stigler, 2002 [18] ; Goldacre, 2013 [20] ).…”

Section: Introduction and Methodologymentioning

confidence: 99%

“…Nonetheless, what eventually constitutes the content of teacher education varies greatly across countries and institutions (Whitty and Furlong, 2017 [19] ). The content of educational studies is in fact built on different conceptions of educational knowledge, or as Furlong and Whitty (2017 [19] ) put it, different "knowledge traditions".…”

Section: Constructing Teachers' Knowledge Basementioning

confidence: 99%

“…Examples: physics, chemistry, history, economics, psychology, sociology.  Region: "made up of a number of singulars that are re-contextualised into larger units; [they operate] both in the intellectual field of disciplines and in a field of practice" (Whitty and Furlong, 2017, p. 25 [19] ). Examples: medicine, engineering, architecture, cognitive science, management, business studies, communication and media.…”

Section: Constructing Teachers' Knowledge Basementioning

confidence: 99%

“…Examples: medicine, engineering, architecture, cognitive science, management, business studies, communication and media.  Generic: "a particular form of knowledge that is constructed and distributed outside, and independently of disciplinary traditions" (Whitty and Furlong, 2017, p. 30 [19] ). Generics draw on local, organisational and workplace discourses, and focus on performance.…”

Section: Constructing Teachers' Knowledge Basementioning

confidence: 99%

“…What this paper attempts to do is rather to elicit what conception of educational sciences is reflected in the standards and curriculum examined. This is done through a conceptual framework adapted from Furlong and Whitty (2017 [19] ), described in Section 2.4.3.…”

Section: Continuous Professional Learningmentioning

confidence: 99%

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What difference do standards make to educating teachers?

Révai

2018

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org .This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified ABSTRACTThis paper reviews evidence on the interplay between professional standards for teachers, the content of teacher education and educational sciences, and provides three case studies to illustrate these interactions from Estonia, Australia and Singapore. In particular, it investigates what aligning teacher education programmes to standards really mean; and what conception of educational sciences is reflected in the standards and the curriculum. Analyses suggest that alignment, as an explicit, direct and consistent correspondence, is difficult to achieve, in part due to different conceptualisations of professional knowledge. However, this paper argues that the main value of standards as policy tools lies in their capacity to create mutual dialogue between different artefacts (standards' requirements, curriculum, course descriptions, accreditation standards, etc.), as well as among stakeholders. Regularly renegotiating the standards as a result of such dialogue and reflections should be a crucial part of the policy process. RÉSUMÉCe document de travail fait un état de la littérature sur l'interaction entre les normes professionnelles pour les enseignants, le contenu de leur formation et les s...

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Section: Introduction and Methodologymentioning

confidence: 99%

Section: Constructing Teachers' Knowledge Basementioning

confidence: 99%

Section: Constructing Teachers' Knowledge Basementioning

confidence: 99%

Section: Constructing Teachers' Knowledge Basementioning

confidence: 99%

Section: Continuous Professional Learningmentioning

confidence: 99%

See 3 more Smart Citations

What difference do standards make to educating teachers?

Révai

2018

OECD Education Working Papers

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Student teachers’ positionalities as knowers in school subject departments

Puttick

2017

British Educational Res J

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Student teachers in England, mainly on one-year courses, spend the majority of their time in schools. Secondary schools are primarily organised around subject departments, and these subgroups within schools have been shown to be significant for student outcomes and teachers' experiences. However, research on school subject departments themselves is relatively limited, and developing better understandings of school subject departments is important for Initial Teacher Education and educational research more broadly. This paper draws on an ethnographic study of three secondary school geography departments to analyse student teachers' positionalities as knowers within departments. Opportunities for professional discussions within departments are limited, and are often dominated by immediate practical concerns. A social realist concept of knower-knowledge structures is used to explore the kinds of knowers accepted as legitimate in these departments. A dichotomous view of teachers as knowers was found, being positioned as knowing or notknowing particular areas of subject knowledge. This binary view is argued to be related to the language of the Teachers' Standards in England. Suggestions are made for improving student teachers' positions as knowers within departments by planning opportunities to contribute their expertise, and for developing more expansive discourses around subject knowledge to enable all to maximise opportunities to learn from the rich mines of expertise held across ITE partnerships.

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What exactly do RCT findings tell us in education research?

Koutsouris

Norwich

2018

British Educational Res J

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This article addresses issues related to whether null randomised control trial (RCT) findings can by themselves be a secure indicator of programme failure. This is done by drawing on the findings of the evaluation of the Integrated Group Reading (IGR) programme using a number of teacher case studies. The case studies illustrate how the same intervention can be implemented differently in local circumstances, with different outcomes. The different ways in which IGR was implemented reflect how teachers experienced the pressures of the national curriculum, their attitudes to the IGR approach to reading, the school ethos and the resources and support available-and point to how IGR use might be enhanced to result in more significant reading gains. The article argues that in addition to the statistical findings, evaluators ought to pay attention to the context in which a programme is implemented, especially when it comes to complex interventions trialled in real classrooms. It is also concluded that it is preferable to avoid asking whether a programme works or not for all, and under any circumstances. A focus on the different ways that programmes work under different circumstances, and when implemented by different people, is a more useful perspective. This might not provide the certainty that policy-makers would likely opt for, but it captures better the complexity associated with teaching programme evaluation.

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The contribution of educational research to teachers’ professional learning: philosophical understandings

Cited by 180 publications

References 26 publications

What difference do standards make to educating teachers?

What difference do standards make to educating teachers?

Student teachers’ positionalities as knowers in school subject departments

What exactly do RCT findings tell us in education research?

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