Teachers as Engineers of Learning or Ambassadors of Intellectual Disciplines : How to Construct a Knowledge Base for 'Professional' Teachers?

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Teachers as Engineers of Learning or Ambassadors of Intellectual Disciplines : How to Construct a Knowledge Base for 'Professional' Teachers?

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Publication Conference Paper, other
Title Teachers as Engineers of Learning or Ambassadors of Intellectual Disciplines : How to Construct a Knowledge Base for 'Professional' Teachers?
Author(s) Lilja, Peter
Date 2015
English abstract
Departing from the complexities surrounding any understanding of the concepts of 'teaching' and 'professionalism' and their possible interconnectedness, this paper is intended to explore who we may try to make sense of what is to constitute a knowledge base for teaching as a profession. Is it possible to overcome the seemingly persistent divide between basing teacher professionalism on some kind of pedagogical technology or in the academic traditions of already existing subject disciplines? How are we to account for the ethical and relational dimensions of teaching in relation to the rather instrumental way that teacher professionalism is constituted within contemporary PISA-driven educational policymaking? Or should we, perhaps, give up on the idea of teachers as professionals all together?
Publisher Philosophy of Education Society of Great Britain
Pages 4
Language eng (iso)
Subject(s) Professionalism
Teachers
Teaching
Humanities/Social Sciences
Research Subject Categories::HUMANITIES and RELIGION
Note Philosophy of Education Society of Great Britain (PESGB) 50th Anniversary Conference, New College, Oxford, 26-29 March 2015
Handle http://hdl.handle.net/2043/18992 (link to this page)
Link http://www.philosophy-of-education.org/events/annual-conference-2015.html (external link to related web page)

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