TY - JOUR
T1 - The Contribution of Educational Research to Teachers’ Professional Learning Philosophical Understandings
AU - Winch, Christopher
AU - Oancea, Alis
AU - Orchard, Janet
PY - 2015/3/6
Y1 - 2015/3/6
N2 - In this paper, we argue from principle that teacher education must enable a positive relationship between educational research and teaching knowledge and practice. We discuss two popular conceptions of good teaching, which conceive of the teacher as craft worker and as executive technician, and suggest that, while each of these aspects of knowing reflects something of the qualities that good teachers need, any one on its own is insufficient. In contrast to such mono-dimensional conceptions, a research-based textured notion of professional judgement encompasses a complementary and mutually enriching relationship between different aspects of professional knowledge and practice. We identify three interconnected and complementary aspects of teachers’ professional knowledge: situated understanding; technical knowledge; and critical reflection. Accordingly, teaching as professional endeavour demands of teachers practical know-how, conceptual understandings of education, teaching and learning, and the ability to interpret and form critical judgements on existing knowledge and its relevance to their particular situation. We conclude that in principle research can both enrich and be enriched by teachers’ professional knowledge and practice but that to build this relationship in a holistic way into teacher education programmes and partnership models presents considerable practical challenges.
AB - In this paper, we argue from principle that teacher education must enable a positive relationship between educational research and teaching knowledge and practice. We discuss two popular conceptions of good teaching, which conceive of the teacher as craft worker and as executive technician, and suggest that, while each of these aspects of knowing reflects something of the qualities that good teachers need, any one on its own is insufficient. In contrast to such mono-dimensional conceptions, a research-based textured notion of professional judgement encompasses a complementary and mutually enriching relationship between different aspects of professional knowledge and practice. We identify three interconnected and complementary aspects of teachers’ professional knowledge: situated understanding; technical knowledge; and critical reflection. Accordingly, teaching as professional endeavour demands of teachers practical know-how, conceptual understandings of education, teaching and learning, and the ability to interpret and form critical judgements on existing knowledge and its relevance to their particular situation. We conclude that in principle research can both enrich and be enriched by teachers’ professional knowledge and practice but that to build this relationship in a holistic way into teacher education programmes and partnership models presents considerable practical challenges.
KW - educational research
KW - practice
KW - professional judgement
KW - professional knowledge
KW - teacher education
UR - http://www.scopus.com/inward/record.url?scp=84926528823&partnerID=8YFLogxK
U2 - 10.1080/03054985.2015.1017406
DO - 10.1080/03054985.2015.1017406
M3 - Article
AN - SCOPUS:84926528823
SN - 0305-4985
VL - 41
SP - 202
EP - 216
JO - Oxford Review of Education
JF - Oxford Review of Education
IS - 2
ER -
