{"title":"“头”与“心”工作:重新评估理论在英国职前教师教育“学术维度”中的地位","authors":"J. Orchard, L. Kelly, C. Winstanley","doi":"10.5817/sp2020-2-7","DOIUrl":null,"url":null,"abstract":"This paper reflects on the needs of early career, pre-service and newly qualified teachers (NQTs) in the English education system, specifically the contested place of what we term the academic dimension within their preservice professional formation. This largely theoretical paper begins with a philosophical review of an established debate concerning the relationship between theory, research, and professional knowledge in teaching, arguing that the discussion is irreducibly normative. Hogan’s notion of teaching as “heart work” is extended to include “head work” and the case made for teachers developing a conceptual map as part of their professional formation to guide them in making good judgements in classrooms. From this, a pedagogical problem follows, in developing new approaches to engage teachers with theory given this is relatively absent in the English context. Four themes are identified from a brief review of existing studies concerned with engaging teachers in the academic dimension of pre-service teacher education which we relate to illustrative comments we have gathered informally from our own students which suggest they may appreciate the value of critical reflection on practice promoted by universities more than some policy makers in this context recognise. We conclude by suggesting ways in which one innovation in ITE in England with which we have been involved, Philosophy for Teachers (P4T), integrates the academic dimension and developing practice which relate to the four themes found in the review of existing literature, while focused on educational theory specifically. P4T fosters, we maintain, characteristically humanistic and relational reflection that is otherwise under-represented in professional formation for pre-and in-service teachers in England.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"‘Head’ and ‘Heart’ Work: Re-Appraising the Place of Theory in the ‘Academic Dimension’ of Pre-Service Teacher Education in England\",\"authors\":\"J. Orchard, L. Kelly, C. Winstanley\",\"doi\":\"10.5817/sp2020-2-7\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper reflects on the needs of early career, pre-service and newly qualified teachers (NQTs) in the English education system, specifically the contested place of what we term the academic dimension within their preservice professional formation. This largely theoretical paper begins with a philosophical review of an established debate concerning the relationship between theory, research, and professional knowledge in teaching, arguing that the discussion is irreducibly normative. Hogan’s notion of teaching as “heart work” is extended to include “head work” and the case made for teachers developing a conceptual map as part of their professional formation to guide them in making good judgements in classrooms. From this, a pedagogical problem follows, in developing new approaches to engage teachers with theory given this is relatively absent in the English context. Four themes are identified from a brief review of existing studies concerned with engaging teachers in the academic dimension of pre-service teacher education which we relate to illustrative comments we have gathered informally from our own students which suggest they may appreciate the value of critical reflection on practice promoted by universities more than some policy makers in this context recognise. We conclude by suggesting ways in which one innovation in ITE in England with which we have been involved, Philosophy for Teachers (P4T), integrates the academic dimension and developing practice which relate to the four themes found in the review of existing literature, while focused on educational theory specifically. P4T fosters, we maintain, characteristically humanistic and relational reflection that is otherwise under-represented in professional formation for pre-and in-service teachers in England.\",\"PeriodicalId\":37607,\"journal\":{\"name\":\"Studia Paedagogica\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-07-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studia Paedagogica\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5817/sp2020-2-7\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studia Paedagogica","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5817/sp2020-2-7","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
‘Head’ and ‘Heart’ Work: Re-Appraising the Place of Theory in the ‘Academic Dimension’ of Pre-Service Teacher Education in England
This paper reflects on the needs of early career, pre-service and newly qualified teachers (NQTs) in the English education system, specifically the contested place of what we term the academic dimension within their preservice professional formation. This largely theoretical paper begins with a philosophical review of an established debate concerning the relationship between theory, research, and professional knowledge in teaching, arguing that the discussion is irreducibly normative. Hogan’s notion of teaching as “heart work” is extended to include “head work” and the case made for teachers developing a conceptual map as part of their professional formation to guide them in making good judgements in classrooms. From this, a pedagogical problem follows, in developing new approaches to engage teachers with theory given this is relatively absent in the English context. Four themes are identified from a brief review of existing studies concerned with engaging teachers in the academic dimension of pre-service teacher education which we relate to illustrative comments we have gathered informally from our own students which suggest they may appreciate the value of critical reflection on practice promoted by universities more than some policy makers in this context recognise. We conclude by suggesting ways in which one innovation in ITE in England with which we have been involved, Philosophy for Teachers (P4T), integrates the academic dimension and developing practice which relate to the four themes found in the review of existing literature, while focused on educational theory specifically. P4T fosters, we maintain, characteristically humanistic and relational reflection that is otherwise under-represented in professional formation for pre-and in-service teachers in England.
期刊介绍:
Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.