Yandell, J;
(2017)
Knowledge, English and the formation of teachers.
Pedagogy, Culture & Society
, 25
(4)
pp. 583-599.
10.1080/14681366.2017.1312494.
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Abstract
This paper explores some widespread assumptions about knowledge, and particularly the disciplinary or subject knowledge that is construed as an essential property of effective teachers. Drawing on close observation of pre-service teachers’ work in secondary school classrooms, it argues that knowledge is born from social engagement and has its life in social activity; thus to conceptualise knowledge as the possession of the teacher, to be passed on to learners, is misleading and unhelpful. What is required is a much more complex, nuanced understanding of the knowledge work that is accomplished in and through the interactions of the classroom.
| Type: | Article |
|---|---|
| Title: | Knowledge, English and the formation of teachers |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/14681366.2017.1312494 |
| Publisher version: | http://dx.doi.org/10.1080/14681366.2017.1312494 |
| Language: | English |
| Additional information: | © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
| Keywords: | Disciplinary knowledge, English, teaching, teacher development, pedagogy |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices 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 - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1558024 |
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