Conceptions of teaching and educational knowledge requirements

Jim Hordern, Maria Tatto

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This paper scrutinises the educational knowledge requirements of craft, technical, and reflective professional conceptions of teaching, as recently outlined by Winch, Oancea, and Orchard. Drawing on Bernsteinian sociology of knowledge we identify the different requirements each conception makes of educational knowledge, and how it is envisaged that this knowledge will be used in educational practice. While craft conceptions dismiss the value of educational knowledge per se, they nevertheless value other forms of disciplined knowledge. Arguing that technical conceptions of teaching may be either narrowly instrumental or autonomous, we suggest that an advanced technical knowledge base requires a disciplinary aspect, while knowledge for purely instrumental purposes offers a reductive view of educational practice. Moreover, the varying notions of reflection suggested by reflective professional conceptions require certain forms of engagement with educational knowledge, which are challenged by contemporary reforms in teacher education globally. It is suggested that there are often interdependencies between forms of educational knowledge and conceptions of teaching, with potential implications for the trajectories of educational reforms. The argument is briefly illustrated with reference to the national contexts of Germany, England, and Finland.

Original languageEnglish (US)
Pages (from-to)1-16
Number of pages16
JournalOxford Review of Education
DOIs
StateAccepted/In press - Mar 3 2018

Fingerprint

planning of teaching
educational practice
sociology of knowledge
educational reform
Finland
Values
reform
teacher
education

Keywords

  • Educational research
  • research-informed teaching
  • teacher education reform
  • teacher knowledge

ASJC Scopus subject areas

  • Education

Cite this

Conceptions of teaching and educational knowledge requirements. / Hordern, Jim; Tatto, Maria.

In: Oxford Review of Education, 03.03.2018, p. 1-16.

Research output: Contribution to journalArticle

@article{da193e793a264b269aeed462f08dd8e7,
title = "Conceptions of teaching and educational knowledge requirements",
abstract = "This paper scrutinises the educational knowledge requirements of craft, technical, and reflective professional conceptions of teaching, as recently outlined by Winch, Oancea, and Orchard. Drawing on Bernsteinian sociology of knowledge we identify the different requirements each conception makes of educational knowledge, and how it is envisaged that this knowledge will be used in educational practice. While craft conceptions dismiss the value of educational knowledge per se, they nevertheless value other forms of disciplined knowledge. Arguing that technical conceptions of teaching may be either narrowly instrumental or autonomous, we suggest that an advanced technical knowledge base requires a disciplinary aspect, while knowledge for purely instrumental purposes offers a reductive view of educational practice. Moreover, the varying notions of reflection suggested by reflective professional conceptions require certain forms of engagement with educational knowledge, which are challenged by contemporary reforms in teacher education globally. It is suggested that there are often interdependencies between forms of educational knowledge and conceptions of teaching, with potential implications for the trajectories of educational reforms. The argument is briefly illustrated with reference to the national contexts of Germany, England, and Finland.",
keywords = "Educational research, research-informed teaching, teacher education reform, teacher knowledge",
author = "Jim Hordern and Maria Tatto",
year = "2018",
month = "3",
day = "3",
doi = "10.1080/03054985.2018.1438254",
language = "English (US)",
pages = "1--16",
journal = "Oxford Review of Education",
issn = "0305-4985",
publisher = "Routledge",

}

TY - JOUR

T1 - Conceptions of teaching and educational knowledge requirements

AU - Hordern, Jim

AU - Tatto, Maria

PY - 2018/3/3

Y1 - 2018/3/3

N2 - This paper scrutinises the educational knowledge requirements of craft, technical, and reflective professional conceptions of teaching, as recently outlined by Winch, Oancea, and Orchard. Drawing on Bernsteinian sociology of knowledge we identify the different requirements each conception makes of educational knowledge, and how it is envisaged that this knowledge will be used in educational practice. While craft conceptions dismiss the value of educational knowledge per se, they nevertheless value other forms of disciplined knowledge. Arguing that technical conceptions of teaching may be either narrowly instrumental or autonomous, we suggest that an advanced technical knowledge base requires a disciplinary aspect, while knowledge for purely instrumental purposes offers a reductive view of educational practice. Moreover, the varying notions of reflection suggested by reflective professional conceptions require certain forms of engagement with educational knowledge, which are challenged by contemporary reforms in teacher education globally. It is suggested that there are often interdependencies between forms of educational knowledge and conceptions of teaching, with potential implications for the trajectories of educational reforms. The argument is briefly illustrated with reference to the national contexts of Germany, England, and Finland.

AB - This paper scrutinises the educational knowledge requirements of craft, technical, and reflective professional conceptions of teaching, as recently outlined by Winch, Oancea, and Orchard. Drawing on Bernsteinian sociology of knowledge we identify the different requirements each conception makes of educational knowledge, and how it is envisaged that this knowledge will be used in educational practice. While craft conceptions dismiss the value of educational knowledge per se, they nevertheless value other forms of disciplined knowledge. Arguing that technical conceptions of teaching may be either narrowly instrumental or autonomous, we suggest that an advanced technical knowledge base requires a disciplinary aspect, while knowledge for purely instrumental purposes offers a reductive view of educational practice. Moreover, the varying notions of reflection suggested by reflective professional conceptions require certain forms of engagement with educational knowledge, which are challenged by contemporary reforms in teacher education globally. It is suggested that there are often interdependencies between forms of educational knowledge and conceptions of teaching, with potential implications for the trajectories of educational reforms. The argument is briefly illustrated with reference to the national contexts of Germany, England, and Finland.

KW - Educational research

KW - research-informed teaching

KW - teacher education reform

KW - teacher knowledge

UR - http://www.scopus.com/inward/record.url?scp=85042923917&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85042923917&partnerID=8YFLogxK

U2 - 10.1080/03054985.2018.1438254

DO - 10.1080/03054985.2018.1438254

M3 - Article

AN - SCOPUS:85042923917

SP - 1

EP - 16

JO - Oxford Review of Education

JF - Oxford Review of Education

SN - 0305-4985

ER -