Professional Knowledge, Professional Lives: Studies in Education and Change

Abstract

Knowledge, Professional Lives sets out to examine the state of professional knowledge with regard to teaching and teacher education. The current situation of professional knowledge is scrutinised with particular regard to the location of educational study within the faculties of education. The fate of disciplinary patterns of study, which have come under attack from the proponents of more practical perspectives, are also examined. As practical perspectives promoted by a wide spectrum of advocates have become part of the fashionable discourse around teacher education, these perspectives are examined and some of the results of such practical fundamentalism are held up for scrutiny. It is argued that confining professional knowledge entirely within the practical domain would not seem to be a well-thought out strategy for raising professional standards. A more active notion of teachers' professional knowledge can, and should, be explored, and consolidated by work which focuses on the teacher's life and work, using more reflective and 'public intellectual' modes.

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