Practice and Academic Knowledge Colliding in Teacher Education

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Practice and Academic Knowledge Colliding in Teacher Education

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Publication Conference Poster
Title Practice and Academic Knowledge Colliding in Teacher Education
Author Harju, Anne ; Åkerblom, Annika
Date 2017
English abstract
The aim of the paper is to discuss and problematize the relation between knowledge generated within the framework of preschool practice, and academic knowledge about the same practice. Two cases where students produced under- and post graduate theses were analyzed. In both cases the students were expected to re-contextualize their professional experiences and knowledge into valid academic knowledge. Bernstein’s (1971, 2000) concepts of classification and framing of knowledge and his distinctions between horizontal and vertical knowledge were used in order to analyze the regulation of educational knowledge. The result shows that horizontal and vertical knowledge ultimately did not meet in the analyzed cases; instead, the two different discourses formed competing and colliding frameworks.
Conference
AERA 2017 Annual Meeting: Knowledge to Action : Achieving the Promise of Equal Educational Opportunity (27/4-1/5 2017 : San Antonio Texas, USA)
Language eng (iso)
Subject Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/23210 Permalink to this page
Link http://www.aera.net/Events-Meetings/Annual-Meeting... (external link to related web page)
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