“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

Q3 Social Sciences
J. Orchard, L. Kelly, C. Winstanley
{"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":"25 1","pages":"139"},"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\":\"25 1\",\"pages\":\"139\"},\"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}
引用次数: 4

摘要

本文反思了英语教育系统中早期职业、职前和新合格教师(NQT)的需求,特别是我们所说的学术维度在他们职前专业形成中的竞争地位。这篇主要是理论性的论文首先对一场关于理论、研究和教学专业知识之间关系的既定辩论进行了哲学回顾,认为这种讨论是不可还原的规范性的。霍根将教学视为“核心工作”的概念扩展到包括“脑力劳动”,并提出了教师开发概念图作为其专业形成的一部分,以指导他们在课堂上做出正确判断的理由。由此产生了一个教学问题,即在开发新的方法让教师参与理论的过程中,鉴于这在英语环境中相对缺乏。通过对现有研究的简要回顾,我们确定了四个主题,这些研究涉及让教师参与职前教师教育的学术层面,我们与我们从自己的学生那里非正式收集的说明性评论有关,这些评论表明,在这种情况下,他们可能比一些政策制定者更欣赏对大学提倡的实践进行批判性反思的价值认出最后,我们提出了我们参与的英国ITE的一项创新,教师哲学(P4T),在具体关注教育理论的同时,将与现有文献综述中发现的四个主题相关的学术维度和发展实践相结合的方法。我们坚持认为,P4T促进了英国职前和在职教师的人文主义和关系反思,而在其他方面,这种反思在专业形成中的代表性不足。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
‘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.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Studia Paedagogica
Studia Paedagogica Social Sciences-Education
CiteScore
1.00
自引率
0.00%
发文量
13
审稿时长
12 weeks
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.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信