Teaching as a research-engaged profession: Uncovering a blind spot and revealing new possibilities

Lambert, David

doi:10.18546/lre.16.3.01

Cited by 28 publications

(26 citation statements)

References 12 publications

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“…In literature about practical knowledge (e.g., and adaptive expertise (e.g., Stigler & Miller, 2018), several activities are suggested that connect to teachers' disciplinary backgrounds and at the same time also incorporate mechanisms for learning from other conceptual perspectives. Possible activities with a primary focus on connecting to disciplinary knowledge of teachers can be found in the literature on pedagogical content knowledge (e.g., Hashweh, 2013) and powerful knowledge (e.g., Lambert, 2018). The literature about powerful knowledge in particular stresses the importance of supporting teachers and teacher teams to explicitly reflect on choices related to the curriculum, pertaining to what they teach and why it is important.…”

Section: Discussion: Considerations For Academic Development Practicementioning

confidence: 99%

Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge

Dijk

Geertsema²,

Schaaf³

et al. 2022

High Educ

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Disciplinary knowledge lies at the heart of academic work. However, connecting academics’ disciplinary knowledge to their professional development as teachers has been a longstanding challenge for (research-intensive) universities. This is reflected in criticism of the practices that aim to support the professional development of university teachers. In order to create better connections, a deeper understanding is needed of how academics’ disciplinary knowledge relates to the development of their teaching. In this paper, we therefore aim to advance theoretical insights about how academics’ disciplinary knowledge connects to their professional development as university teachers. We do so by providing a conceptual analysis of teacher expertise and teacher knowledge perspectives. Literature discussed as part of the teacher expertise perspective provides insights into how knowledge is structured in order to perform teacher tasks. In our discussion of the teacher knowledge perspective, we include bodies of literature about teachers’ knowledge base to explore the role of disciplinary knowledge in how to teach and about powerful knowledge to explore the role of disciplinary knowledge in what to teach. Insights from these bodies of literature can, from a teacher knowledge perspective, offer theoretical underpinnings for connecting academics’ disciplinary knowledge to their professional development as university teachers. Adaptive expertise and practical knowledge are identified as concepts that include elements of both teacher expertise and teacher knowledge perspectives. Based on the conceptual analysis, we identify and discuss three aspects related to supporting the professional development of university teachers where attention to connection with teachers’ disciplinary knowledge is important.

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Section: Discussion: Considerations For Academic Development Practicementioning

confidence: 99%

Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge

Dijk

Geertsema²,

Schaaf³

et al. 2022

High Educ

View full text Add to dashboard Cite

show abstract

“…The IGU-CGE's International declaration on research in geography education proposes a need for "stable, substantive research foci" for GER and suggests that a lack of these has contributed to gaps in research remaining unaddressed (IGU-CGE, 2015, p. 7). There are a number of commentaries identifying research gaps and an equal number of prescriptions for future GER research priorities (see, for example, Butt, 2020;Gerber & Williams, 2000;IGU-CGE, 2015;Lambert, 2018;Morgan, 2015;Roberts, 2010Roberts, , 2015. We note also recent research into the application of a capabilities approach to geographical education in schools (Bustin, 2019) and the role of young people's geographies within the classroom (Hammond & McKendrick, 2020).…”

Section: Discussionmentioning

confidence: 99%

The Geography and Education Research Group and school geography: Problematics and possibilities

Brace

Kinder

2021

Area

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“…Westbury, 1658Z. Deng 2000Hudson, 2002Hudson, , 2016Lambert, 2018), is 'virtually unknown' in the Englishspeaking world. Yet it can 'highlight some very important, and universal, educational questions that are not well-articulated in the English-language curriculum tradition' (Hudson, 2002, p. 44).…”

Section: Knowledge Transformations In Bildung-centred Didaktikmentioning

confidence: 99%

Powerful knowledge, transformations andDidaktik/curriculum thinking

Deng

2021

British Educational Res J

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From the vantage point of knowledge transformations entailed in curriculum making, this article seeks to contribute to a rethinking of the concept of powerful knowledge. It makes a case for linking the teaching of content knowledge to the development of human powers (understanding, ways of thinking, capabilities and dispositions) by way of knowledge transformations. The article starts by examining three perspectives or contributions to knowledge transformations: (1) Bernstein's recontextualisation; (2) Chevallard's didactic transposition; and (3) Gericke et al.'s transformations. This is followed by a discussion of what transformations entail from the perspective of Bildung-centred Didaktik, and what transformations mean in today's context if education is centrally concerned with the development of human powers. It concludes by questioning the conflation of powerful knowledge with disciplinary knowledge.

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Teaching as a research-engaged profession: Uncovering a blind spot and revealing new possibilities

Cited by 28 publications

References 12 publications

Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge

Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge

The Geography and Education Research Group and school geography: Problematics and possibilities

Powerful knowledge, transformations andDidaktik/curriculum thinking

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