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Teacher education and training: the development of practical judgement through 'practiceship'
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Dissertation
Teacher education and training: the development of practical judgement through 'practiceship'
2007
Overview
The starting point of this thesis is that the current, standards-based model of teacher training in England is predominantly instrumentalist in its application of ‘technical rationality’ and unsuited to the formation of teachers. Teachers need to develop an exercise practical knowledge and understanding, which involves a complex relationship between theory and practice, practical judgement and engagement with teachers’ qualities and dispositions. The concept of reflection, often invoked as a means of developing practical knowledge and judgement in teaching, is an underdetermined concept. A conception of ‘well-grounded reflection’ is needed to illuminate reflection’s contributions to the development of practical judgement. This thesis further argues, with reference to Dewey, that practical judgement is underpinned with theoretical and technical knowledge, made meaningful to each individual teacher through the practice of teaching. Grounded reflection on that teaching enables deeper understandings of the practice. A view of knowledge based on technical rationality cannot encompass the requisite depth and wealth of understanding. The term ‘practiceship’ is introduced to encompass the necessary conditions for the formation of teachers in the current context. It is argued that in order for a practiceship, model to be fully implemented, the current standards would need to be slimmed down, to become broad outlines of aspects of good teacherliness at a basic level, and enriched with other modes of assessment. These modes rely on trusting the practical judgement of the tutors and mentors and acknowledging that teachers work as professionals, highly skilled workers within communities of practice, in which their practical judgement is developed. The thesis draws on the account of practical judgement in teaching to consider some practical implications for teachers using educational research, and for the assessment of trainees and new teachers.
Publisher
ProQuest Dissertations & Theses
Subject
