Papers & Workshops

 

 

Teachers' Working Knowledge: The Value of Lived Experience

 

Dr Julie Hinde McLeod

Faculty of Education, University of Newcastle, NSW, Australia

  Abstract:
 
 Generic frameworks of teacher competencies have shaped teacher education, defining the work knowledge of the profession and contributing to the structural context of teaching. Teaching, however, is a social act defined as much by its sociocultural, biographical and historical contexts as by its structural context. These multiple contexts of teachers' work demand more than knowledge of generic competencies. Work knowledge, developed through teacher education, must be "massively supplemented, as well as mediated" (Schwab, 1969) in practice by knowledges of language and power whose sources derive from lived experience. The role of teacher education must be to acknowledge and cultivate the knowledges of work, language and power that will enable teachers' best practice in the multiple contexts of their profession.
 
  Presentation Format: 45 min. paper



learning
RMIT, Melbourne, Australia

5-9 July 2000