Pocock, Jeffrey;
(2021)
Problematising the concept of ‘experience’ in educational contexts: the case of school-based teacher training and school inspection.
Doctoral thesis (Ph.D), UCL (University College London).
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Abstract
In educational contexts, ‘experience’ is a term that features prominently. Much time and money is invested in educational policies, initiatives, and organisations seeking the validation of ‘experience’. In educational contexts the term ‘experience’, however, suffers from neglect and rather than serving to illuminate acts typically to gloss over the various contexts where the term is foregrounded. This glossing over with the term ‘experience’ in educational contexts means that insufficient attention is being paid to their character, conditions, and potential. In an attempt to address this neglect, I draw in the main in the thesis on the works of Alasdair MacIntyre and John McDowell. With their assistance, I reconsider school-based teacher training and school inspection, two educational contexts where the term ‘experience’ is especially prominent in its use. MacIntyre’s writings, especially his related, pregnant, teleological notion of a practice, help to shed much needed light on the interdependent and mutually shaping features and preconditions of educational contexts that feature the term ‘experience’. Complementing MacIntyre’s thinking, McDowell’s work is drawn on to challenge our taken-for-granted notions of ‘experience’ as it features in educational contexts and provides a basis upon which we might better consider its interworkings with the crucial capacity of judgement. As a way of drawing out more of the depth and detail of educational contexts, the concept of ‘experience’ is not rejected in the discussion that follows. It is argued, however, that current understanding of what the term ‘experience’ involves demands more careful appreciation. By bringing to the surface more of what lies beneath use of the elusive concept of ‘experience’, as it figures in educational contexts, the thesis aim is then to caution the reader against an easy and quick use of the term.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | Problematising the concept of ‘experience’ in educational contexts: the case of school-based teacher training and school inspection |
| Event: | UCL (University College London) |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2021. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10138645 |
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