Rethinking the Foundations: Towards Powerful Professional Knowledge in Teacher Education in the USA and England

Autor/inn/en	Barrett, Brian; Hordern, Jim
Titel	Rethinking the Foundations: Towards Powerful Professional Knowledge in Teacher Education in the USA and England
Quelle	In: Journal of Curriculum Studies, 53 (2021) 2, S.153-165 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barrett, Brian) ORCID (Hordern, Jim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2021.1887359
Schlagwörter	Educational Practices; Pedagogical Content Knowledge; Knowledge Base for Teaching; Foundations of Education; Educational Philosophy; Teaching Methods; Political Issues; Social Problems; Educational Change; Decision Making; Educational History; Theory Practice Relationship; Cross Cultural Studies; Foreign Countries; United States; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungspraxis; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Grundlagenausbildung; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Politischer Faktor; Social problem; Soziales Problem; Bildungsreform; Decision-making; Entscheidungsfindung; History of education; Bildungsgeschichte; Theorie-Praxis-Beziehung; Cultural comparison; Kulturvergleich; Ausland; USA
Abstract	In this paper, we aim to outline what foundations can offer in terms of understanding education and educational practice, and thus for providing a basis for teachers' professional knowledge. We look critically at the struggle foundation disciplines often experience with coherence and integration in terms of both their relation to each other and to broader (e.g. philosophical or sociological) thought. We begin to rethink foundations more as a (strong, disciplinary and professionally orientated) region rather than a singular or a set of singulars (to use Bernstein's terms), although one that is rather different from other regions. In doing so, we suggest that Bernstein's work, in providing a rich lens to understand curricula and pedagogic practice while holding social and political issues and implications close, is a useful exemplar of the type of educational knowledge which should be at the core of the foundations. A revitalized region of educational foundations can offer the 'powerful professional knowledge' that will enable teachers to make knowledgeable professional judgements in educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01