Emerging Approaches to Educational Research

Fenwick, Tara; Edwards, R. Lawrence; Sawchuk, Peter H.

doi:10.4324/9780203817582

Cited by 356 publications

(630 citation statements)

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“…The idea of learning as acquiring competence and knowledge has increasingly been seen as limited. Hager and others, following Sfard (1998), are among the forerunners of such a position with their work on learning metaphors (Fenwick, Edwards & Sawchuck, 2011;Hager, 2008;Hager & Hodkinson 2011). Each argues traditional learning metaphors are inadequate, and instead advocate for others.…”

Section: Connecting Consuming and Learning Practicesmentioning

confidence: 99%

“…However to imagine this requires understandings of learning beyond those framed in traditional cognitive and behavioural terms. Various thinkers (Fenwick, Edwards & Sawchuck, 2011;Hager 2008;Hager & Hodkinson 2011;and Sfard 1998) have extended notions of learning to include ideas on participation and becoming. With these understandings, the examples above could say more about workplace learning than currently offered.…”

Section: Consuming and Learning Literaturementioning

confidence: 99%

“…Given that practice theories come under the broad auspice of socio-material theories (e.g. Fenwick, Edwards & Sawchuck, 2011), they also invite us to look anew at the non-human aspects of practice as well, including spatial elements.…”

Section: Introductionmentioning

confidence: 99%

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Making Space for Consuming Practices

Rooney

Manidis

Scheeres

2015

Vocations and Learning

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This empirically driven paper is about workplace learning with specific focus on the 'work' of consuming practices. By consuming we refer to the eating, and the drinking, and (at times) to the smoking that workers, in most organisations, do on a daily basis. Indeed, it is the quotidian nature of consuming, coupled with its absence from workplace learning research that make them noteworthy practices to explore. In using the term practice we draw on the recent tranche of practice based theorisations: notably Theodore Schatzki (1996, 2005, 2006) and Silvia Gherardi (2001Gherardi ( , 2006Gherardi ( , 2009. The paper frames consuming practices as 'dispersed' (general) practices and, illustrated through empirical data from multiple projects, we progressively outline how these contribute to the learning of 'integrative' (specialized work) practices. Our overall aim is to (re)position consuming practices from prosaic, to having much relevance for research on workplace learning.

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Section: Connecting Consuming and Learning Practicesmentioning

confidence: 99%

Section: Consuming and Learning Literaturementioning

confidence: 99%

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Making Space for Consuming Practices

Rooney

Manidis

Scheeres

2015

Vocations and Learning

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“…Some teacher education programmes, for example the one at the University of Tartu, also organise pedagogical practice in university settings (simulated practice) as an introductory experience. Schools-based practicum is carried out through partnerships with schools (Pedaste et al, 2014 [78] ; ET2020 Working Group on Schools Policy, 2015 [79] ; Leijen and Pedaste, in press, 2018 [80] ). Teacher candidates are supported by a university-based supervisor who oversees their field experience and supports them in reflecting on their teaching practice, and a school-based mentor teacher who guides school practice.…”

Section: Teacher Educationmentioning

confidence: 99%

“…Although different levels mark the career stages in the standards, these do not translate into direct promotion opportunities for teachers (Santiago et al, 2016 [66] ). The Estonian standards for teachers were developed through an interactive process (ET2020 Working Group on Schools Policy, 2015 [79] ), in which the following stakeholder groups were represented:…”

Section: Processes and Functionsmentioning

confidence: 99%

What difference do standards make to educating teachers?

Révai

2018

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org .This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified ABSTRACTThis paper reviews evidence on the interplay between professional standards for teachers, the content of teacher education and educational sciences, and provides three case studies to illustrate these interactions from Estonia, Australia and Singapore. In particular, it investigates what aligning teacher education programmes to standards really mean; and what conception of educational sciences is reflected in the standards and the curriculum. Analyses suggest that alignment, as an explicit, direct and consistent correspondence, is difficult to achieve, in part due to different conceptualisations of professional knowledge. However, this paper argues that the main value of standards as policy tools lies in their capacity to create mutual dialogue between different artefacts (standards' requirements, curriculum, course descriptions, accreditation standards, etc.), as well as among stakeholders. Regularly renegotiating the standards as a result of such dialogue and reflections should be a crucial part of the policy process. RÉSUMÉCe document de travail fait un état de la littérature sur l'interaction entre les normes professionnelles pour les enseignants, le contenu de leur formation et les s...

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