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关于教育理论的实用性研究: Educational theory researchers [7]

论文作者:留学生论文论文属性:职称论文 Scholarship Papers登出时间:2010-12-24编辑:anterran点击率:16981

论文字数:15039论文编号:org201012241315255077语种:英语论文 English地区:中国价格:免费论文

关键词:Educational theoryMoral Education

ficant element of teacher professionalism, in the erosion of the theoretical components of professional training and in official endorsement of competence-based courses of teacher training focused largely upon the acquisition of practical skills and techniques of management and pedagogy - trends which, it also hardly needs saying, have not been greatly hospitable to the potential value of educational philosophy as a key professional tool. In view of this, however, it is striking that a certain foundationalist approach to curriculum thinking - very much in tune with this recent professional turn of events - would appear to have been the most enduring legacy of early analytical philosophy of education. It is clear enough that the very first of British national curricular initiatives drew liberally on forms of knowledge thinking - in places following the writings of Hirst almost to the letter.13
As already indicated, however, at the same time as proving highly congenial to official curriculum planners seeking plausible grounds for the central planning of national curricula, foundationalist curriculum approaches seem to have had a more dubious effect of removing epistemological inquiry entirely from the realm of rank and file professional concern; for, if inquiry about the nature of knowledge and curriculum planning is the second-level business of educational theorists and official policymakers, what need have individual teachers to trouble themselves with such questions, beyond following the directions of experts? Indeed, it is a common complaint of critics of national curricula in the United Kingdom and elsewhere that in shifting curriculum design and development from professional to political control, such initiatives have contributed to the de-professionalization of teachers who are now to be cast as mere "deliverers" of "teacher-proof" curricula. On the other hand, while the competence models of preparation by which teachers are to be trained to deliver such prepackaged curricula have been criticized by some as technicist and behaviorist, competence advocates have continued to insist that such models do offer much scope for theoretical reflection.
In these crucial debates about teacher training, however, I believe that less turns on whether skill-based models of good professional practice allow scope for reflection, than on what sort of reflection they encourage. For example, it is worth asking what the requirement of teachers to be able to justify the content of their teaching (included as an important professional attribute in a British competence model14) actually means - since, of course, if teachers are required to teach to a prescribed curriculum based on an official rationale, there could hardly be much more to an individual teacher's justification of content than the internalization of that rationale. So what are we to make of the idea of justification here? In fact, I suspect that the idea is a survival of an early analytical epistemological misconception of what is involved in establishing the educational credentials of knowledge - which a personal experience may well serve to illustrate. It is well known that early forms of knowledge thinking engendered a veritable industry of curriculum justification concerned to persuade official curriculum planners that this or that subject had a logical place in any rational curriculum - especially in the case of those not obviously justifiable in Hirstian terms. Some years ago, 论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。
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