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'Practitioner learning' not 'professional learning' : towards a non-technocratic model of autonomous development for post-compulsory sector teachers

Derrick, Jay (2013) 'Practitioner learning' not 'professional learning' : towards a non-technocratic model of autonomous development for post-compulsory sector teachers. Research in Post-Compulsory Education, 18 (3). pp. 269-279. ISSN 1359-6748. DOI 10.1080/13596748.2013.819266

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Official URL: http://dx.doi.org/10.1080/13596748.2013.819266

Abstract

This paper argues for an understanding of teaching and teacher development that is realistic and based on research. It maintains that teaching is a highly complex job requiring technical knowledge, the highest levels of communication skills, empathy, maturity, intuitive understanding and skills in planning and organisation. It argues that debates about the best ways to support and enrich teacher development should be detached from questions about professionalism, which, in the end, is a sociological discussion rather than one about practice. It suggests that a more useful approach to the complexities of teachers’ practice can be found in a generic analysis of craft practice. Support for this view is found in a range of fields of research and theory situated outside of education and, in briefly describing these, the paper aims to illuminate some important generic features of effective practitioner learning.

Item Type: Article
Controlled Keywords: post-compulsory; teacher development; professionalism; continuing professional development; practitioner learning; craft practice, Post-Compulsory
Depositing User: Atira Pure
Date Deposited: 30 Apr 2014 10:53
Last Modified: 07 Aug 2015 14:25
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