Rethinking Knowledgeable Practice in Education

ISBN-13: 9780367515744 / Angielski

Jim Hordern

Opis

Drawing on recent research, this book breaks new ground to provide novel approaches to conceptualising educational practice, educational judgement and professional knowledge.

Recenzje

“A mostly timely, original and necessary addition to the educational debate.”
Clare Brooks, Professor of Education, University of Cambridge, UK

“There are few, if any, books that deal directly with the relation between educational knowledge and practice as this one does. There are fewer still that deal with it in such a sustained and coherent way. This is a major contribution to the scholarship on expert educational practice and how it is constituted."
Johan Muller, Emeritus Professor of Curriculum, University of Cape Town, South Africa


“Jim Hordern’s book is essential reading for anyone in professional or vocational education.  His book is the culmination of years of work theorising the relationship between theoretical knowledge and practice. It is an accessible, insightful and innovative contribution to the sociology of education and curriculum theory.”
Professor Leesa Wheelahan, William G. Davis Chair in Community College Leadership, Ontario Institute for Studies in Education, University of Toronto, Canada


“This is a rare and welcome book on educational theory and practice. By introducing the idea of different forms of practice for different purposes it will I hope significantly widen debates about curriculum and pedagogy - both in schools and among those who educate teachers.”
Michael Young, Emeritus Professor of Sociology of Curriculum, UCL Institute of Education, UK

Spis treści

1. Introduction

Part I

2. Examining practice in education

3. Educational knowledge and its relation to practice

4. The social and organisational dynamic of practice

5. From evidence-informed practice to knowledgeable practice?

Part II

 6. Knowledgeable professional and vocational practice

7. Knowledgeable practice and teaching

8. Knowledgeable practice, powerful knowledge and the curriculum

9. Concluding remarks

O autorze

Jim Hordern is Senior Lecturer in the Department of Education, University of Bath, UK and Senior Research Fellow at the Plymouth Institute of Education, University of Plymouth, UK.