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Alison Iredale Wayne Bailey Dr Kevin Orr Jane Wormald

Confidence, risk, and the journey into praxis: work-based learning and the teacher education curriculum. Alison Iredale Wayne Bailey Dr Kevin Orr Jane Wormald. Overview. Professional knowledge and practice Policy discourses The inculcation of confidence Accommodation of risk Eukairia.

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Alison Iredale Wayne Bailey Dr Kevin Orr Jane Wormald

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  1. Confidence, risk, and the journey into praxis: work-based learning and the teacher education curriculum Alison Iredale Wayne Bailey Dr Kevin Orr Jane Wormald

  2. Overview Professional knowledge and practice Policy discourses The inculcation of confidence Accommodation of risk Eukairia

  3. Professional knowledge and practice Initial teacher training in the lifelong learning sector Legitimate professional knowledge Technical expertise Pedagogic content knowledge Praxis and phronesis

  4. Dominant discourses and confidence Use of confidence in regularity documents Standards as qualifications Power relations and surveillance

  5. Confidence and the accommodation of risk “What is missing from such discourses is the acknowledgement of unpredictability and non-calculability (true risk, that is) as an inherent, disruptive and creative force of teaching and learning, as many educational philosophers have convincingly pointed out” (Papastephanou 2006: p50)

  6. Inculcating confidence in trainee teachers. Are trainee teachers different from other learners? “some educators preserve their confidence in "competency-testing" by ignoring the kinds of competence that competency-testing fails to detect”. (Schön in Raven and Johnson 2001:8) Self-belief Feeling secure Positive feedback Being treated well Support, encouragement and reassurance

  7. Eukairia – the journey into praxis “Beyond a narrow treatment of the pressures of production, performance, problem-solving and decision-making as well as beyond the space of distant study viewed as protected and sanitized, there always lies eukairia (good, appropriate time) for the learning that corresponds to the desire for various ways of knowing and to a reconciled theory and practice”. (Papastephanou 2006:p50)

  8. Tensions and imperatives To • Formal education as dialogue, as time and space • Initial teacher training as pause for thought • Confidence through risk-taking • Praxis inculcated through Eukairia From: Dominant policy and regulatory discourses Professional knowledge and practice as experiential, reflective, distinct and separate Higher education as elitist/conceptual/distant from practice

  9. References Illeris, K. (2011) The fundamentals of workplace learning, Oxon, Routledge Iredale, A. (forthcoming) Down the rabbit-hole: Routinised Practices, Dewey and Teacher Training in the Lifelong Learning Sector. Journal of Higher Education, Skills and Work Based Learning Papastephanou, Marianna (2006). Education, risk and ethics. Ethics and Education 1 (1):47-63 Papastephanou, Marianna (forthcoming). Aristotelian Gnoseology and Work-Based Learning. Journal of Higher Education, Skills and Work Based Learning Schön, D (2001) The Crisis of Professional Knowledge and the Pursuit of an Epistemology of Practice in Raven, J. and Stephenson, J. (2001) Eds. Competence in the Learning Society, New York, Peter Lang Wain, K. (2006-03-01). Contingency, Education, and the Need for Reassurance. Studies in philosophy and education, 25(1), 37-45.doi:10.1007/s11217-006-0001-4

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