Provoking knowledges and weaving conversations in teacher education

Doherty, C. (2019) Provoking knowledges and weaving conversations in teacher education. In: Nolan, K. and Tupper, J. (eds.) Social Theory for Teacher Education Research: Beyond the Technical-Rational. Series: Social theory and methodology in education research. Bloomsbury Academic: London, pp. 185-203. ISBN 9781350086395

Abstract

The common-sense binary between “theory” and “practice” in teacher education fuels unnecessary either/or arguments and adversarial models of teacher education. This chapter will build a theoretical argument to reconcile these essential domains of teachers’ knowledge. It will highlight how the mutual provocation they offer each other is an asset to harness in teacher education programs. The argument is developed through three theoretical layers. Firstly, de Certeau’s (1984) work dignifies the generative improvizations and tactical creativity inherent in everyday practice, thus how practice will inevitably and profitably exceed any theory thereof. Secondly, Bernstein’s (2000) sociology of education explains processes and relations between knowledges in pedagogic discourse through the concepts of recontextualization, rules of recognition/realization, and vertical/horizontal knowledge structures. Thirdly, Bhaskar’s (2002) meta-theoretical premise of “emergence” explains how theory and practice interact to realize certain conditions and actualities in the complex, open system of schools. A theoretical frame synthesizing these concepts will then be used to articulate the logic and design underpinning the University of Glasgow’s partnership model for teacher education placements in both primary and secondary school settings. This model stages three distinctive conversations amongst pre-service teacher, university tutor, and mentor teacher: discussion following observation of a peer’s practice; embedded seminars; and joint assessment of the placement. The design behind these encounters will be analysed to demonstrate how theory and practice are catalytic, bringing different kinds of players and their knowledges together to provoke generative professional insight.

• Item Type: Book Sections
• Keywords: Teacher education, knowledge, theory, practice, recontextualisation.
• Status: Published
• Glasgow Author(s) Enlighten ID: Doherty, Prof Catherine
• Authors: Doherty, C.
• Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education; L Education > LB Theory and practice of education > LB2361 Curriculum
• College/School: College of Social Sciences > School of Education
• Publisher: Bloomsbury Academic
• ISBN: 9781350086395
• Copyright Holders: Copyright © 2020 Kathleen Nolan, Jennifer Tupper, and Contributors
• First Published: First published in Social Theory for Teacher Education Research: Beyond the Technical-Rational: 185-203
• Publisher Policy: Reproduced in accordance with the publisher copyright policy