A Curriculum Response to the Knowledge Base Reform Movement

Henderson, James G.

doi:10.1177/002248718803900504

Cited by 10 publications

(4 citation statements)

References 10 publications

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“…From literature on successful field-based experiences in general education, it is possible to identify a second promising practice: decision-making and problem-solving skills, as developed through critical reflection on personal performance and research data (Henderson, 1988;Ross & Krogh, 1988;Valli, 1989).…”

Section: Development Of Eeisio~a-aki~a~ Skillsmentioning

confidence: 99%

Preservice Training: The Role of Field-Based Experiences in the Preparation of Effective Special Educators

Buck

Morsink

Griffin

et al. 1992

Teacher Education and Special Education: The Journal of the Tea

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EXPERIENCES in preservice traininghave received a great deal of attention in both general (Haberman, 1982) and special education (Nelson, 1978) programs. These experiences are included in every accredited preservice program, and often are viewed by program graduates, professional teacher organizations, and policymakers as the most important learning experiences of preservice training. Yet the value of preservice field-based training experiences, which can be judged by the relationship between the field-based expe-Paper #65).

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Section: Development Of Eeisio~a-aki~a~ Skillsmentioning

confidence: 99%

Preservice Training: The Role of Field-Based Experiences in the Preparation of Effective Special Educators

Buck

Morsink

Griffin

et al. 1992

Teacher Education and Special Education: The Journal of the Tea

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“…Lee Shulman's seminal work through the 1980s on teachers' knowledge bases in the context of teacher education is well documented, for example by Bennett and Carré (1993), and has been debated and refined over the intervening thirty years (see for example Sockett 1987;Duncan 1998;Henderson 1988;Hill, Loewenberg Ball, and Schilling 2008). According to Shulman (1987), the main categories of knowledge that the effective teacher must gain and maintain are:…”

mentioning

confidence: 99%

Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.

Velle

Flores

2018

Journal of Education for Teaching

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This introductory paper reviews the literature on the use of evidencebased knowledge (EBK) in the initial and continuing professional development of teachers and also in their everyday practice. It will set the scene for the theme of the SI and critically discuss general current issues about the generation of educational research evidence, how teachers may, or may not, acquire this and, drawing on and updating the outcomes of the previous JET SI (41 (5), 2014), some of the implications of translational research and knowledge mobilisation. KEYWORDS Teachers' knowledge; knowledge mobilisation; information and communications technologies Teachers' knowledgeTeaching is an intellectual, critical profession (Duggan and la Velle 2018). The corpus of academic and professional knowledge for a teacher is vast and dynamic and engagement with research developments in an effective teacher's subject and practice is a career-long requirement and commitment. Because teachers are professionals, their education requires more than just teaching and management skills, (Zeichner 2014). They do need to master the technical dimension of teaching but their profession involves more than that. Issues such as reflection, emotions, beliefs, dispositions, agency, professional values, etc. are key in developing as a teacher along with robust knowledge. This is even more relevant at times when teaching is marked by growing tensions and paradoxes with implications for teacher education such as preparing for professional autonomy in a world of externally imposed educational policy. Additionally, the pressure to achieve immediate results and successes in external measures, such as examinations and league tables, versus the need to prepare students in an era of migration and growing multiculturalism in school contexts (Ben-Peretz and Flores 2018), is set against a backdrop of the requirement for 21 st century skills. As workers with knowledge who play a key role in promoting the social and cultural dimension of children and their families (Flores and Ferreira 2016), teachers need a set of knowledge, competencies, dispositions, attitudes, etc. including the ethical, social, cultural, political dimension of teaching and teacher education (Flores 2016).As such, a solid base of knowledge is required of a teacher whose work goes beyond the mere implementation of top-down initiatives or the transmission of externally predefined knowledge and skills. They make use of their discretionary judgment in

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“…Henderson (1988) responded that Shulman's &dquo;model of pedagogical reasoning is only one viable language of professional development&dquo; (p. 16). Rejecting the idea that a definitive knowledge base can be identified, Henderson suggested a teacher education curriculum reflecting a postmodernist philosophy that uses language that connotes the complex, ambiguous, multidimensional aspects of reality.…”

Section: General Interest Articlesmentioning

confidence: 99%

Post-Carnegie Developments Affecting Teacher Education: The Struggle for Professionalism

Beaudry

1990

Journal of Teacher Education

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Two post-Carnegie efforts to enhance the profession of teaching are examined: the knowledge base debates and teacher preparation reform initiatives from competing coalitions of noneducators and professional educators. Unprecedented public interest in education, academic partnerships at all levels, and NCATE's recent commitment to limit external regulation of teacher education provide a fleeting backdrop of support for the teaching profession. Teacher educators stand at a critical moment requiring an act of collective will to improve the profession.

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A Curriculum Response to the Knowledge Base Reform Movement

Cited by 10 publications

References 10 publications

Preservice Training: The Role of Field-Based Experiences in the Preparation of Effective Special Educators

Preservice Training: The Role of Field-Based Experiences in the Preparation of Effective Special Educators

Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.

Post-Carnegie Developments Affecting Teacher Education: The Struggle for Professionalism

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