http://media.journals.elsevier.com/content/files/s0742051x10001435-04221022.pdf

Teacher professional development in Teaching and Teacher Education over ten years

Developing teachers: the challenges of lifelong learning

The idea that professional practices such as education should be based upon or at least be informed by evidence continues to capture the imagination of many politicians, policy makers, practitioners and researchers. There is growing evidence of the influence of this line of thought. At the same time there is a growing body of work that has raised fundamental questions about the feasibility of the idea of evidence-based or evidence-informed practice. In this paper I make a further contribution to this discussion through an analysis of a number of assumptions that inform the discussion. I focus on the epistemological, ontological and praxeological dimensions of the discussion and in each domain identify a deficit. In the epistemological domain there is a knowledge deficit, in the ontological domain an effectiveness or efficacy deficit and in the practice domain an application deficit. Taken together these deficits not only raise some important questions about the very idea of evidence-based practice but also highlight the role of normativity, power and values. Against this background I outline the case for the idea of value-based education as an alternative for evidence-based education. As I am generally concerned about the expectations policy makers hold about what evidence can and should achieve in professional practices such as education, my contribution is primarily meant to provide educators and other professionals with arguments that can help them to resist unwarranted expectations about the role of evidence in their practices and even more so of unwarranted interventions in their practices.

/pdf/why-what-works-still-won-t-work-from-evidence-based-2mw42s8she.pdf

Why 'What Works' Still Won't Work: From Evidence-Based Education to Value-Based Education

Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity Increasingly, technical-rational understandings of teachers’ work and ‘role’ are privileged in policy and public discourse over more nuanced and holistic approaches that seek to understand teacher professional identity – what it is to ‘be’ a teacher This article seeks to offer an alternative view, presenting the idea that an understanding of the processes by which teacher professional identity is formed and mediated is central to understanding the professional learning and development needs of teachers and advancing a richer, more transformative vision for education I argue that instrumentalist notions of teachers’ work embedded in neo-liberal educational agendas such as those currently being advanced in many western countries offer an impoverished view of the teaching profession and education more broadly, and suggest

Beyond ‘what works’: understanding teacher identity as a practical and political tool

Enabling praxis: challenges for education

https://scholarlypublications.universiteitleiden.nl/access/item%3A2722763/view

Teachers' development of professional knowledge through action research and the facilitation of this by teacher educators

The aim of the study was to describe students’ and teacher educators’ practical experience with action research and to identify a number of special points for consideration (opportunities and limitations) which could play a role in putting research into practice in concrete terms in the courses. Students and teacher educators on three Dutch initial teacher education programmes which treat action research as both a means of professional development and a necessary professional qualification were involved. These were programmes for specific teaching levels and subjects in Dutch schools. Four special points for consideration are identified: action research and the educational core qualifications of the profession; difference between action research by student teachers during their initial education and experienced teachers in their own workplace; students’ mixed experiences and perceptions of research; and embedded research‐based activities in the programme. The authors conclude that action research should b...

Action research in initial teacher education: an explorative study

Critiquing praxis: conceptual and empirical trends in the teaching profession

In this paper we will define the object of study of Pedagogiek, followed by a brief discussion about current trends in educational policy, teacher education and educational research. We refer here to the continental European ‘pedagogy as human science’, or more precisely the ‘science of the child’s upbringing’ in the social context. Central in this tradition is the moral debate about the complex relation between pedagogische aims and methods. Praxis has remained an important concept in this discussion down the centuries; it is concerned with the moral intentions behind a person’s actions as well as the consequences of the actions in the social context.

Moral issues in educational praxis: a perspective from pedagogiek and didactiek as human sciences in continental Europe

Praxis: Analysis of Theory and Practice

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