Description
Teachers’ Know-How: A Philosophical Investigation presents a comprehensive and up to date philosophical treatment of the kinds of knowledge and “know-how” that educators should possess.
- Offers an original and in-depth study of teachers’ know-how which situates teaching within the spectrum of professions
- Critiques the currently fashionable craft conception of teaching and the view of teaching as protocol-driven which is currently influential in policymaking circles
- Utilizes epistemological debates on the nature of know-how to inform understanding of the work of teachers
- Features detailed examples including some drawn from the author’s own long professional experience of a teacher in a wide range of different contexts
Table of Contents
Preface vii
1 Introduction: Education and Teaching 1
2 Schooling and the Occupation of Teaching 21
3 Dimensions of Expertise and Their Relevance to Teaching 39
4 Towards a Typology of Occupations 59
5 The Elements of Teacher Knowledge and Know-How 77
6 Teaching as a Craft Occupation 97
7 The Teacher as Executive Technician, or the Temptations of ‘Teacher Proof’ Teaching 115
8 The Teacher as a Professional Technician 133
9 Teaching as an Occupation 151
10 Teacher Education 169
11 A Good Teacher? 187
12 Some Outstanding Issues 203
Bibliography 217
Index 227
