Full Description
Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to 'knowledge of the powerful' for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers' powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.
Contents
List of Illustrations
List of Contributors
Preface
Series Editors' Foreword
Foreword, Sirpa Tani (University of Helsinki, Finland)
Acknowledgements
1. Powerful Professional Knowledge and Innovation in Teacher Education Policy and Practice, Martin Stolare, Brian Hudson, Niklas Gericke and Christina Olin-Scheller (Karlstad University, Sweden)
2. Reinventing Subject Teaching in Integrated Teacher Education Programs in Norway, Lise Iversen Kulbrandstad and Lars Anders Kulbrandstad (Inland Norway University of Applied Sciences, Norway, and Karlstad University, Sweden)
3. Teacher Education and History Teachers' Powerful Professional Knowledge, Mikko Puustinen (University of Helsinki, Finland)
4. Embedding Epistemic Quality in the Pedagogy of Student Geography Teachers, Alex Standish and David Mitchell (UCL Institute of Education, University College London, UK)
5. Epistemic Literacy as an Aim for Religious Education and Implications for Teacher Education, Alexis Stones and Jo Fraser-Pearce (UCL Institute of Education, University College London, UK)
6. Investigating Literature as Knowledge in School English, Larissa McLean Davies, Lyn Yates (University of Melbourne, Australia) and Wayne Sawyer (Western Sydney University, Australia)
7. Transforming Circular Economy Principles into Teachers' Powerful Professional Knowledge, Kalle Juuti (University of Helsinki, Finland) and Niklas Gericke (Karlstad University, Sweden)
8. Teachers as Curriculum Makers for School Mathematics of High Epistemic Quality, Brian Hudson (Karlstad University, Sweden, and University of Sussex, UK)
9. Establishing Links to Specialised Knowledge in Social Studies Teaching, Ann-Christin Randahl and Martin Kristiansson (Karlstad University, Sweden)
10. Supporting Teachers' Professional Development in Social Studies Education, Martin Stolare, Gabriel Bladh and Martin Kristiansson (Karlstad University, Sweden)
11. From a Personal to a Pedagogically Powerful Understanding of School Mathematics, Cosette Crisan, (UCL Institute of Education, University College London, UK)
12. Implications of Powerful Professional Knowledge for Innovation in Teacher Education Policy and Practice, Martin Stolare, Brian Hudson, Niklas Gericke and Christina Olin-Scheller (Karlstad University, Sweden)
References
Index
