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dc.contributor.authorBarrett, B
dc.contributor.authorHordern, J
dc.date.accessioned2023-03-02T09:25:58Z
dc.date.available2023-03-02T09:25:58Z
dc.date.issued2021-03-04
dc.identifier.issn0022-0272
dc.identifier.issn1366-5839
dc.identifier.urihttp://hdl.handle.net/10026.1/20529
dc.descriptionFile replaced (docx to pdf) on 27.4.23 by NK (LDS)
dc.description.abstract

In this paper, we aim to outline what foundations can offer in terms of understanding education and educational practice, and thus for providing a basis for teachers’ professional knowledge. We look critically at the struggle foundation disciplines often experience with coherence and integration in terms of both their relation to each other and to broader (e.g. philosophical or sociological) thought. We begin to rethink foundations more as a (strong, disciplinary and professionally orientated) region rather than a singular or a set of singulars (to use Bernstein’s terms), although one that is rather different from other regions. In doing so, we suggest that Bernstein’s work, in providing a rich lens to understand curricula and pedagogic practice while holding social and political issues and implications close, is a useful exemplar of the type of educational knowledge which should be at the core of the foundations. A revitalized region of educational foundations can offer the ‘powerful professional knowledge’ that will enable teachers to make knowledgeable professional judgements in educational practice.

dc.format.extent153-165
dc.languageen
dc.language.isoen
dc.publisherInforma UK Limited
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectFoundations of education
dc.subjectfoundation disciplines
dc.subjectBernstein
dc.subjectprofessional knowledge
dc.titleRethinking the foundations: towards powerful professional knowledge in teacher education in the USA and England
dc.typejournal-article
dc.typeArticle
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000643760200002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.issue2
plymouth.volume53
plymouth.publisher-urlhttp://dx.doi.org/10.1080/00220272.2021.1887359
plymouth.publication-statusPublished
plymouth.journalJournal of Curriculum Studies
dc.identifier.doi10.1080/00220272.2021.1887359
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business/Plymouth Institute of Education
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2021-01-05
dc.identifier.eissn1366-5839
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1080/00220272.2021.1887359
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
rioxxterms.typeJournal Article/Review


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