Abstract
Lovat and Clemant ( 2008 ) have persuasively argued that the nature of teachers’
professional knowledge is fundamental to ‘creating conditions where both students and teachers are actively, critically and refl ectively engaged in knowledge-making’ (Lovat and Clemant 2008 , p. 2). Therefore, to better understand what quality in teaching and learning looks like, it is important to understand what teachers ‘know and are able to do’ (i.e., their professional knowledge of practice). In so doing, insights into teaching about teaching and the scholarship of such sophisticated business comes into sharp focus.
This chapter explores the nature of teachers’ professional knowledge by
considering two fundamental assertions about practice and builds on each to make an argument about the development of scholarship in teacher education (where expertise in the teaching of teaching should reside). In doing so, it shines a light on how quality in teaching and learning might be better recognized and understood and also illustrates why scholarship in teacher education is crucial to the development of the teaching profession more generally.
professional knowledge is fundamental to ‘creating conditions where both students and teachers are actively, critically and refl ectively engaged in knowledge-making’ (Lovat and Clemant 2008 , p. 2). Therefore, to better understand what quality in teaching and learning looks like, it is important to understand what teachers ‘know and are able to do’ (i.e., their professional knowledge of practice). In so doing, insights into teaching about teaching and the scholarship of such sophisticated business comes into sharp focus.
This chapter explores the nature of teachers’ professional knowledge by
considering two fundamental assertions about practice and builds on each to make an argument about the development of scholarship in teacher education (where expertise in the teaching of teaching should reside). In doing so, it shines a light on how quality in teaching and learning might be better recognized and understood and also illustrates why scholarship in teacher education is crucial to the development of the teaching profession more generally.
| Original language | English |
|---|---|
| Title of host publication | Quality and Change in Teacher Education |
| Subtitle of host publication | Western and Chinese Perspectives |
| Editors | John Chi-Kin Lee, Christopher Day |
| Place of Publication | Cham Switzerland |
| Publisher | Springer |
| Pages | 263 - 275 |
| Number of pages | 13 |
| ISBN (Print) | 9783319241371 |
| DOIs | |
| Publication status | Published - 2016 |
Publication series
| Name | Professional Learning and Development in Schools and Higher Education |
|---|