Healy, Grace Ellen;
(2024)
Rendering visible teachers' intellectual work: an examination of the recontextualisation of knowledge through geography teachers' professional practice.
Doctoral thesis (Ph.D), UCL (University College London).
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Abstract
This thesis examines the recontextualisation of knowledge through geography teachers’ professional practice. Existing theoretical and empirical accounts of recontextualisation lack clarity around the approaches teachers take to recontextualise knowledge for students, including the extent to which teachers engage with the field of production. Rendering visible the intellectual work teachers undertake as they recontextualise knowledge is significant in a policy context where impoverished notions of teacher education are decoupling teachers’ curriculum work from teaching and marginalising its subject specificity. Through adopting a case study approach, this research enabled analysis of how three geography teachers in England recontextualised knowledge for a specific curricular sequence and class of students. The analysis, based on data generated through interviews and lesson observations, was informed by an analytical framework developed from Bernstein’s (1990/2003) pedagogic device and Kemmis et al.’s (2014) theory of practice architectures. Cross-case analysis identified the approaches taken as the teachers recontextualised knowledge, practices, and texts from the field of production to (i) support decision-making for curricula design and teaching, and (ii) use as a resource or as a practice with students in the classroom. This study offers an original contribution through arguing for extending Bernstein’s (1990/2003) pedagogic device to account for how teachers recontextualise knowledge from the field of production for their students, and in doing so introduces a third recontextualising field - the Teacher Recontextualising Field (TRF). The research additionally shows how teachers use their situated expertise to recontextualise knowledge and are also enabled and constrained by their context. This illuminates the ways in which teachers develop a ‘repertoire’ and can draw upon a ‘reservoir’ to recontextualise knowledge with intellectual integrity (Bernstein, 1999). These findings hold implications for how teachers’ work is recognised within frameworks for Initial Teacher Education (ITE) and professional development and supported through subject education infrastructure.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | Rendering visible teachers' intellectual work: an examination of the recontextualisation of knowledge through geography teachers' professional practice |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2024. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) Licence (https://creativecommons.org/licenses/by-nc-nd/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. |
| Keywords: | Geography Education, Curriculum, Professional Practice |
| 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 - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10187603 |
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