Professional Knowledge in Initial Teacher Education (ITE): a Preliminary Review of Hispanic Literature

McCluskey, Raymond

doi:10.14221/ajte.2007v32n3.4

Cited by 3 publications

(3 citation statements)

References 14 publications

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“…Notwithstanding these difficulties, the concept of professional craft knowledge has become a fundamental construct in understanding teachers' classroom practice; for example, some educationalists have a strong interest in examining how the craft knowledge of experienced teachers can be drawn upon to support the professional development of less experienced teachers, especially within programmes of initial teacher education (see Hagger & McIntyre, 2006;Kennedy, 1999;Loughran, 2005;McCluskey, 2007;Rigano & Ritchie, 1999). However, as Hagger and McIntyre (2006, p. 28) emphasise in their own research, such studies must not only examine what teachers do in their classrooms, but also the thinking which underlies it.…”

Section: Teachers' Craft Knowledgementioning

confidence: 99%

“…Values the craft knowledge of established practitioners as a means of supporting the professional development of less experienced colleagues (Hagger & McIntyre, 2006;Hiebert et al, 2002;Kennedy, 1999;Loughran, 2005;McCluskey, 2007;McIntyre, 2009;Rigano & Ritchie, 1999;Rycroft-Malone et al, 2004) Values the inclusive practices of established practitioners as a means to support the professional development of less experienced colleagues.…”

Section: Teachers' Craft Knowledgementioning

confidence: 99%

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Classroom teachers’ craft knowledge of their inclusive practice

Black‐Hawkins

Florian

2012

Teachers and Teaching

115

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Whilst recent decades have seen significant progress in research on inclusive education, many teachers still feel that the research literature does not fully address their professional concerns about how to enact a policy of inclusion in their classrooms. To help to bridge this gap, we drew on the concept of craft knowledge to undertake a detailed study in two Scottish primary schools of the practice of class teachers who are committed to meet the needs of all learners. This paper describes the processes involved, and considers how these helped us to develop a greater understanding of what constitutes inclusive practice, whilst also contributing to a more robustly theorised knowledge of what we have termed inclusive pedagogy, or the inclusive pedagogical approach. Methodological complexities arising from the use of the concept of craft knowledge are also explored.

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Section: Teachers' Craft Knowledgementioning

confidence: 99%

Section: Teachers' Craft Knowledgementioning

confidence: 99%

Classroom teachers’ craft knowledge of their inclusive practice

Black‐Hawkins

Florian

2012

Teachers and Teaching

115

View full text Add to dashboard Cite

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“…While our interest in craft knowledge follows the work of researchers interested in understanding whether and how the knowledge of experienced teachers can be used in programmes of initial teacher education (Hagger & McIntyre, 2006;Loughran, 2005;McCluskey, 2007), interest in phronesis also has currency in teacher education research. Fenstermacher (1994), Noel (1999), Eisner (2002), McLaughlin (2005) and more recently Plowright and Barr (2012), among others, have examined a possible relationship between teacher reasoning and phronesis.…”

Section: Inclusive Pedagogymentioning

confidence: 99%

Can an expanded interpretation of phronesis support teacher professional development for inclusion?

Florian

Graham

2014

Cambridge Journal of Education

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This paper presents an overview of the concept of inclusive pedagogy, conceptualised as an approach to teaching that focuses on extending what is generally available to everyone (as opposed to providing for all by differentiating for some) while taking into account that there will be differences between learners. It considers the concept of phronesis as a tool for exploring questions about teacher decision-making in relation to inclusive pedagogy and how phronesis might be taught. To this end, we review some of the ways in which phronesis has been used in teacher education, and consider the potential of broadening the term based on a Heideggerian rather than Aristotelian conceptualisation of it. We consider whether this broader conceptualisation may help to facilitate the development of teachers to understand the limitations inherent in traditional approaches to learner difference and adopt an inclusive pedagogical approach instead.

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How are we really teaching our students? A paradox in pedagogy

Phillips

Condy

2020

SAJHE

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Professional Knowledge in Initial Teacher Education (ITE): a Preliminary Review of Hispanic Literature

Cited by 3 publications

References 14 publications

Classroom teachers’ craft knowledge of their inclusive practice

Classroom teachers’ craft knowledge of their inclusive practice

Can an expanded interpretation of phronesis support teacher professional development for inclusion?

How are we really teaching our students? A paradox in pedagogy

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