The nature of practice-based knowledge and understanding

The chapter situates teaching as a practice in which the knowledge and understanding required of expert practitioners is neither wholly practicol nor wholly theoretical. The chapter discusses the natuire of teacher knowledge and understanding and the importance of the development of practical judgement,which might characterised as a capacity to do the right thing at the right time, to respond flexibly and appropriately in the moment. Judgement is a fundamental capacity for teachers

School Based Induction Tutors: a challenging role

Since September 1999, all Newly Qualified Teachers (NQTs) in England who wish to teach in the maintained sector have to complete an induction period. In the light of the introduction of this statutory policy, this paper critically examines the key role of the school based induction tutor in managing the process. It draws upon an analysis of the government’s induction circulars (DfEE/S 1999;2000;2001) and uses empirical data from a large, national DfES-funded project which evaluated the implementation of the policy. We argue that, for the majority of schools the work of the induction tutor within the whole school context, including management by the headteacher, is the major factor in the success of the policy. Further, we argue that there remain some tensions in the policy between the professional development and the assessment agenda

Wigs, disguises and child's play : solidarity in teacher education

It is generally acknowledged that much contemporary education takes place within a dominant audit culture, in which accountability becomes a powerful driver of educational practices. In this culture both pupils and teachers risk being configured as a means to an assessment and target-driven end: pupils are schooled within a particular paradigm of education. The article discusses some ethical issues raised by such schooling, particularly the tensions arising for teachers, and by implication, teacher educators who prepare and support teachers for work in situations where vocational aims and beliefs may be in in conflict with instrumentalist aims. The article offers De Certeau’s concept of ‘la perruque’ to suggest an opening to playful engagement for human ends in education, as a way of contending with and managing the tensions generated. I use the concept to recover a concept of solidarity for teacher educators and teachers to enable ethical teaching in difficult times

The reflective practitioner

The ability to reflect successfully on practice is foundational to the integration of theoretical knowledge and practical experience and hence to professional learning. The chapter establishes how and why engagement in critical reflection is one important way in which practitioners develop a deep understanding of teaching. The notion of reflective practice is slippery: not all reflection is 'good' reflection, such that it brings about new and relevant understandings. The chapter develops a concept of 'well-grounded reflection' as essential to all learning - and hence by extension to the design of any professional development opportunity. The discussion is set against the background of classical texts on reflective practice