Reconstructing Teacher Education

278 Pages·1993·15.288 MB·English

by  John Elliott

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ROUTLEDGE LIBRARY EDITIONS:
EDUCATION
RECONSTRUCTING TEACHER
EDUCATION
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RECONSTRUCTING TEACHER
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1 EDUCATION
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Firstpublishedin1993
Thiseditionfirstpublishedin2012
byRoutledge
2ParkSquare,MiltonPark,Abingdon,Oxon,OX144RN
SimultaneouslypublishedintheUSAandCanada
3 byRoutledge
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0 711ThirdAvenue,NewYork,NY10017
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r RoutledgeisanimprintoftheTaylor&FrancisGroup,aninformabusiness
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b ©1993SelectionandeditorialmaterialJohnElliott
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e Allrightsreserved.Nopartofthisbookmaybereprintedorreproducedor
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e utilisedinanyformorbyanyelectronic,mechanical,orothermeans,now
D knownorhereafterinvented,includingphotocopyingandrecording,orinany
3 informationstorageorretrievalsystem,withoutpermissioninwritingfromthe
1 publishers.
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0: Trademarknotice:Productorcorporatenamesmaybetrademarksorregistered
2 trademarks,andareusedonlyforidentificationandexplanationwithoutintent
at toinfringe.
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y BritishLibraryCataloguinginPublicationData
it AcataloguerecordforthisbookisavailablefromtheBritishLibrary
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v ISBN13: 978-0-415-61517-4(Set)
ni eISBN13:978-0-203-81617-2(Set)
U ISBN13: 978-0-415-50777-6(Volume221)
m eISBN13: 978-0-203-12606-6(Volume221)
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us Publisher’sNote
M Thepublisherhasgonetogreatlengthstoensurethequalityofthisreprintbut
h pointsoutthatsomeimperfectionsintheoriginalcopiesmaybeapparent.
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g Disclaimer
li Thepublisherhasmadeeveryefforttotracecopyrightholdersandwould
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welcomecorrespondencefromthosetheyhavebeenunabletotrace.
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Reconstructing Teacher
Education:
Teacher Development
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@The Palmer Press
(A member of the Taylor & Francis Group)
London • Washington, D.C.
UK The Falmer Press, 4 John St, London WC1N 2ET
USA The Falmer Press, Taylor & Francis Inc., 1900 Frost Road, Suite 101,
Bristol, PA 19007
3 © Selection and editorial material copyright John Elliott 1993
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m All rights reseroed. No part of this publication may be reproduced,
e stored in a retrieval system, or transmitted, in any form or by any
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without permission in writing from the Publisher.
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si A catalogue record of this publication is available from the
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m ISBN 0 75070 128 5 paperback
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h library of Congress Cataloging-in-Publication Data are
r available on request
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Printed in Great Britain by Burgess Science Press, Basingstoke
on paper which bas a specified pH value on final paper
manufacture of not less than 7.5 and is therefore 'acid free'.
Contents
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3 Synopses of Chapters vii
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4 Introduction 1
0: john Elliott
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a PART 1 COHEBENCE AND CONTINUITY IN TEACHER EDUCATION:
y] PERSPECTIVES AND ISSUES
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s Chapter 1 Three Perspectives on Coherence and Continuity in 15
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ve Teacher Education
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m Chapter 2 The Assault on Rationalism and the Emergence of the 20
i Social Market Perspectives
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Chapter 3 Evaluation, Economics and Performance Indicators 31
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r Nigel Norris
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i Chapter 4 One in a Million? The Individual at the Centre of 39
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A Quality Control
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d Chapter 5 Are Performance Indicators Educational Quality Indicators? 51
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o Chapter 6 Professional Education and the Idea of a Practical 65
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john Elliott
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Chapter 7 A Common-sense Model of the Professional Development 86
of Teachers
David H. Hargreaves
PART 2 SCHOOL-BASED TEACHER EDUCATION:
FOUR STIJDIES OF INNOVATION
Chapter 8 A Case Study of School-based Training Systems in 95
New Zealand Secondary Schools
R.G. Munro
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Contents
Chapter 9 Capital T Teaching 110
Les Tickle
Chapter 10 The Development of Teachers' Thinking and Practice: 125
Does Choice Lead to Empowerment?
Christopher Day
Chapter 11 Chronicles: Doing Action Research: The Stories of 145
Three Teachers
3 Richard Davies
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r PART 3 RESEARCHERS AND TEACHERS: CHANGING
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b ROLES AND RElATIONSHIPS
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e Chapter 12 Through the Looking Glass: The Use of Associative 157
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e Methods to Enhance Teacher Thinking
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3 Michael Schratz
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9 Chapter 13 Academics and Action-Research: The Training Workshop 176
4 as an Exercise in Ideological Deconstruction
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a Chapter 14 The Relationship Between 'Understanding' and 193
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y 'Developing' Teachers' Thinking
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ni PART 4 PORTRAYING TEACHERS' DEVELOPMENT
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m Chapter 15 The Development of Primary School Teachers' Thinking 211
i about the Teaching and Learning of Science
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us Peter Ovens
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h Chapter 16 Thinking and Being in Teacher Action Research 229
r Marion Dadds
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i Chapter 17 The Importance of an Articulated Personal Theocy of 243
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Professional Development
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vi
Synopses of Chapters
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3 INTRODUCTION
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2 PART 1 COHERENCE AND CONTINUfiY IN TEACHER EDUCATION:
at PERSPECfiVES AND ISSUES
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it CHAP7ER 1 Three Perspectives on Coherence and Continuity in Teacher
s
er Education: john Elliott
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ni This chapter establishes a framework which informs the organization of the book
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as a whole. It opens with a discussion of the problem of establishing a National
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Curriculum for teacher education and argues that coherence and continuity in such
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sl a curriculum will depend upon the philosophical perspective informing its con
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M struction. Three different possible perspectives, their key principles, and implica
h tions for teacher education are briefly described.
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i CHAPTER 2 Tbe Assault on Rationalism and the Emergence of the Social
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A Market Perspectives: john Elliott
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y The chapter opens with an analysis of the New Right attack on higher education
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d based teacher education. This attack is portrayed as a conflict between a system
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d based on rationalist assumptions and the emerging social market perspective. An
oa account is then provided of what 'coherence' and 'continuity' mean in the context
nl of this latter perspective, and is contrasted with what they mean from a platonic
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or rationalist perspective.
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D The chapter concludes with a detailed analysis of the Hargreaves proposals
for teacher education, and locates them unambiguously in the social market
perspective.
CHAPTER 3 Evaluation, Economics and Perfonnance Indicators: Nigel Noms
As the previous chapter suggested, the construction and use of performance indi
cators as measures of quality is a central feature of educational processes when
they are viewed from the social market perspective as production-consumption
technologies.
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Synopses of Chapters
Norris locates the emergence of the idea of performance indicators in the
'political imperative for more effective and efficient public services' and argues that
they constitute a device for constructing 'essentially an economic calculus' on
which to base policy decisions. The idea is a symptom of the attempt to transform
education by the importation of business and industrial values.
The rest of the chapter consists of a comprehensive and succinct review of the
major methodological and political problems which confront attempts to construct
and use performance indicators and concludes that the basic purpose under
3 pinning the appeal to economics and business values is to 'reduce the influence
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r authority'. Such a conclusion throws light on the New Right's attack on teacher
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Control: Saville Kushner
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9 Drawing on data from his evaluation of an innovatory course for student musicians
4 in a conservatoire, the author argues that attempts to discover standardized meas
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0 ures of benefit is a largely futile exercise. Quality, he argues, 'is a feature of
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t professional practice that is nurtured by freedom and discretion but compromised
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] by restraint and standardization'. There is, he claims, a tension between quality
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t and control when control is perceived as a function of systems. Whereas judg
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r ments which serve external control render the individual accountable to the sys
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v tem, those which save the development of quality render the system accountable
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n to the individual. In order to assess quality we need to portray how features of
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m systems projects and programmes influence the personal development of
i individuals rather than assess the extent to which they succeed in adapting indi
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s viduals to the requirements of the system. Projects and programmes need to be set
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M in the context of the unfolding biographies of individual practitioners. The author
h suggests that emerging systems of quality control will divorce the culture of edu
ar cational practice from the culture of educational politics. He is pessimistic about
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i the possibility that we shall live to see a quality control process which is sensitive
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A to the needs and experience of individuals, and therefore sceptical of the feasibility
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a john Elliott
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w This chapter opens by reiterating the conclusion drawn by Norris in chapter 3, but
o goes on to argue that a concern for quality has also emerged from within the
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teaching profession. However, it has taken a different form to the construction and
use of performance indicators. It is manifested in the emergence of 'a reflective
professional culture' from the destabilization of the traditional craft culture; Elliott
later goes on to explain how this new culture can be understood as a quest for
qualitative indicators of quality. He locates it in the process model of curriculum
development implicit in the school-initiated curriculum reforms of the 60s and 70s
and the spread of educational action-research as a medium of continuing profes
sional learning for experienced teachers. However, the chapter also takes a look
at the Labour Party's position on performance indicators, and identifies some
viii