Teachers' Know-How : A Philosophical Investigation.

Intro -- Teachers' Know-How -- Contents -- Preface -- 1 Introduction: Education and Teaching -- Why This Book? -- Education -- A Categorial Concept of Teaching -- An Outline of the Rest of the Book -- 2 Schooling and the Occupation of Teaching -- Introduction -- Occupations -- The Relationship between Concepts of EDUCATION and TEACHING -- Schooling: The Institutional Setting for Teaching in Modern Societies -- A Distinctive Ethical Mission? -- For Whom is Teaching Done? -- Teaching and Agency -- 3 Dimensions of Expertise and Their Relevance to Teaching -- Introduction -- The 'Know How'-'Know That' Distinction -- Evaluation and Varieties of Occupational Know-How -- Intelligence Concepts -- Technique, Skill and Transversal Abilities -- Higher Order Know-How: Project Management and Occupational Capacity -- Project Management -- Occupational Capacity -- Theory and Practice -- Theory-Reflection-Practice -- 4 Towards a Typology of Occupations -- Introduction: Towards a Typology of Occupations - Why do This? -- The Craftworker -- The Executive Technician -- The Technician -- The Technologist -- The Researcher -- Relationships between The Elements in This Typology of Occupations and Their Relevance to Teaching -- 5 The Elements of Teacher Knowledge and Know-How -- Subject Expertise -- Two Ways of Looking at Subject Knowledge -- Applied Subject Knowledge -- Pedagogic Content Knowledge -- Knowledge of Learning and Teaching -- 'A Theory of Oneself' as a Teacher -- Conclusion -- 6 Teaching as a Craft Occupation -- What Would Teaching Look Like as a Craft? -- Know-How, Skill and Phronesis in Teaching -- Theory in Craft Including Epistemic Ascent -- Practical Knowledge in Teaching -- Phronesis and Ethical Considerations in Teaching: A Theory of Oneself -- How Subject Knowledge Might Inform Craft Expertise.

Conclusion: What a Craft-Based Teaching Force Might Look Like -- 7 The Teacher as Executive Technician, or the Temptations of 'Teacher Proof' Teaching -- Introduction: Distinction Between Technician and Executive Technician Clarified -- The Allure of the Executive Technician: 'Teacher Proofing' Defective Craft Practices -- How the Theory-Practice and Theory-Reflection-Practice Models Apply to Teaching -- Teaching and the Fragmentation of the Labour Process - Higher Order Abilities are Exercised Outside Rather Than Inside the Classroom -- Illustrative Examples from Literacy and Numeracy Strategies in England and Parateachers in India -- The Relationship Between Craft and Executive Technician Conceptions of Teaching - To What Extent are They Compatible? -- Executive Technicians and the Problem of Theory -- What an Executive Technician Teaching Force Would Look Like -- A Final Thought About the ET Model of Teaching -- 8 The Teacher as a Professional Technician -- Resumé of Problems with Craft and ET Conceptions -- The General Idea of the Professional Technician -- How the Theory-Reflection-Practice Model Might Apply to Teaching -- Why We are 'Doomed' To Take Account of Educational Research: Teacher as Technician, Teacher as Technologist -- How Teachers should Engage with Research: Different Levels of Engagement and the One Appropriate for the Qualified Teacher -- Possible Progression in Research Expertise -- The Scope and Limits of Teacher Expertise - A Discussion of the Teachers Role in Developing AIMS, Curriculum, Pedagogy and Assessment -- The Shoals of Good Practice -- The Civic Role of the Professional Teacher -- Which Conception of Teaching? -- 9 Teaching as an Occupation -- Teaching is More than Just a Succession of Lessons -- Teaching as a Career -- Growing Expertise in Work in the Classroom (Pedagogy) -- Ability to Configure the Curriculum.

Co-ordination of Work within and between Cohorts -- Diagnosis and Assessment -- Pastoral Work -- Mentoring and Teacher Education -- Leadership and Governance -- Inspection -- Post-Qualification Progression -- Curriculum Evaluation and Design -- The Extended Civic Role of Teaching -- Management and Governance -- The Long Haul and Attrition -- 10 Teacher Education -- Introduction -- Selection and Recruitment -- Initial Teacher Education -- Licensure Follows Qualification -- The Trajectories of Teacher Education in the UK, Germany and India -- Towards a Teacher Education Curriculum -- Empirical Research -- Post-bachelor Teacher Education -- Continuing Professional Development -- Conclusion -- 11 A Good Teacher? -- Categorial and Non-Categorial Answers to the Question -- An Appropriate Conception of Teaching? -- Legitimate Pedagogy and Long-Term Interests of Pupils -- A Counter View: Rousseauvian Pedagogy and Moral Psychology -- Being Serious About Teaching -- The Role of Empirical Evidence in Determining Who is a Good Teacher -- A Defence of the Professional Conception in Relation to Stated Aims and Values -- 12 Some Outstanding Issues -- Discipline and Classroom Management -- Retention and Attrition -- Leadership, Governance and Management -- Styles of Leadership -- Accountability: Command and Control, Civic Accountability -- Inward and Outward Looking Civic Accountability -- Epilogue: Teaching in a Market Society -- Teaching as a Service Occupation -- Bibliography -- Index -- EULA.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.