Teacher knowledge and initial teacher education in the English learning and skills sector

MAXWELL, Bronwen (2010). Teacher knowledge and initial teacher education in the English learning and skills sector. Teaching Education, 21 (4), 335-348.

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Abstract

Recent reforms of initial teacher education (ITE) in the learning and skills sector(LSS) in England are standards based and emphasise subject specialism. The reforms are underpinned by objectivist epistemological assumptions which are incompatible with socio-cultural theories of professional knowledge, and ignore the diverse teaching roles and contexts in the sector and wider systemic issues. A qualitative scoping study found that LSS in-service trainee teachers drew on three types of knowledge resources, or clusters of ‘rules’ for practice, in their teaching: these were related to their subject/vocational area, generic teaching and learning processes and specific learners and groups. Trainees generated knowledge resources through participation in their workplace, ITE course and other social contexts, and from embedded and encoded workplace knowledge. Trainees’ beliefs, values and prior experiences were both a knowledge resource and influenced their engagement with knowledge generation activities. It is argued that using a knowledge resources perspective, which recognises how trainees generate knowledge and seeks to bridge gaps in their access to knowledge resources, would be more effective in supporting trainees’ development than the current reforms.

Item Type:	Article
Uncontrolled Keywords:	teacher knowledge; initial teacher education; post-compulsory; further education; initial teacher training
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Institute of Education
Identification Number:	https://doi.org/10.1080/10476210.2010.522232
Page Range:	335-348
Depositing User:	Bronwen Maxwell
Date Deposited:	10 Jan 2011 09:48
Last Modified:	18 Mar 2021 14:05
URI:	https://shura.shu.ac.uk/id/eprint/2933

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