International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice

by Brian Hudson (Editor), Niklas Gericke (Editor), Christina Olin-Scheller (Editor), Martin Stolare (Editor)

Overview

Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to 'knowledge of the powerful' for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers' powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.

Product Details

ISBN-13:	9781350178427
Publisher:	Bloomsbury Publishing
Publication date:	01/27/2022
Series:	Reinventing Teacher Education
Sold by:	Barnes & Noble
Format:	eBook
Pages:	272
File size:	3 MB

About the Author

Brian Hudson is Emeritus Professor of Education at the University of Sussex, UK and Guest Professor in the Department of Educational Studies at Karlstad University, Sweden. He is a Fellow of the Institute of Mathematics and its Applications, honorary member of EERA Network 27 Didactics – Learning and Teaching and was awarded a National Teaching Fellowship in 2004.

Niklas Gericke is Professor in Science Education and Director of the SMEER (Science, Mathematics and Engineering Education Research) Research Centre at Karlstad University, Sweden, and guest professor at NTNU in Trondheim, Norway.

Christina Olin-Scheller is Professor in Educational Work, and Director of CSL (Centre of Language and Literature in Education) Research Centre and ROSE (Research on Subject-Specific Education) Research Group at Karlstad University, Sweden. She coordinates the Swedish National Literacy Network and participates in the Nordic QUINT (Quality in Nordic Teaching) research centre.

Martin Stolare is Professor in History at Karlstad University, Sweden, where he is Co-Director of the ROSE (Research on Subject-Specific Education) Research Group and Senior Researcher at CSD (Centre for Social Science Education).
Brian Hudson is Emeritus Professor of Education at the University of Sussex, UK, and Guest Professor in the Department of Educational Studies at Karlstad University, Sweden. He is a Fellow of the Institute of Mathematics and its Applications, Honorary Member of EERA Network 27 Didactics – Learning and Teaching, and was awarded a National Teaching Fellowship in 2004.
Niklas Gericke is Professor in Science Education at Karlstad University, Sweden, where he is Director of the Science, Mathematics and Engineering Education Research (SMEER) Research Centre. He is also Guest Professor at Norwegian University of Science and Technology (NTNU), Norway.
Christina Olin-Scheller is Professor in Educational Work at Karlstad University, Sweden, where she is Director of Centre of Language and Literature in Education (CSL) Research Centre and Co-Director of the Research on Subject-Specific Education (ROSE) Research Group. She coordinates the Swedish National Literacy Network and participates in the Nordic QUINT (Quality in Nordic Teaching) Research Centre.

Table of Contents

List of Illustrations
List of Contributors
Preface
Series Editors' Foreword
Foreword, Sirpa Tani (University of Helsinki, Finland)
Acknowledgements
1. Powerful Professional Knowledge and Innovation in Teacher Education Policy and Practice, Martin Stolare, Brian Hudson, Niklas Gericke and Christina Olin-Scheller (Karlstad University, Sweden)
2. Reinventing Subject Teaching in Integrated Teacher Education Programs in Norway, Lise Iversen Kulbrandstad and Lars Anders Kulbrandstad (Inland Norway University of Applied Sciences, Norway, and Karlstad University, Sweden)
3. Teacher Education and History Teachers' Powerful Professional Knowledge, Mikko Puustinen (University of Helsinki, Finland)
4. Embedding Epistemic Quality in the Pedagogy of Student Geography Teachers, Alex Standish and David Mitchell (UCL Institute of Education, University College London, UK)
5. Epistemic Literacy as an Aim for Religious Education and Implications for Teacher Education, Alexis Stones and Jo Fraser-Pearce (UCL Institute of Education, University College London, UK)
6. Investigating Literature as Knowledge in School English, Larissa McLean Davies, Lyn Yates (University of Melbourne, Australia) and Wayne Sawyer (Western Sydney University, Australia)
7. Transforming Circular Economy Principles into Teachers' Powerful Professional Knowledge, Kalle Juuti (University of Helsinki, Finland) and Niklas Gericke (Karlstad University, Sweden)
8. Teachers as Curriculum Makers for School Mathematics of High Epistemic Quality, Brian Hudson (Karlstad University, Sweden, and University of Sussex, UK)
9. Establishing Links to Specialised Knowledge in Social Studies Teaching, Ann-Christin Randahl and Martin Kristiansson (Karlstad University, Sweden)
10. Supporting Teachers' Professional Development in Social Studies Education, Martin Stolare, Gabriel Bladh and Martin Kristiansson (Karlstad University, Sweden)
11. From a Personal to a Pedagogically Powerful Understanding of School Mathematics, Cosette Crisan, (UCL Institute of Education, University College London, UK)
12. Implications of Powerful Professional Knowledge for Innovation in Teacher Education Policy and Practice, Martin Stolare, Brian Hudson, Niklas Gericke and Christina Olin-Scheller (Karlstad University, Sweden)
References
Index

Editorial Reviews

[T]his is an important and timely book for researchers, teacher educators, policymakers, and practitioners. The book reminds us to share 'respect for knowledge' in teacher education. ... The book makes a noteworthy contribution to understanding innovation in teacher education.” —European Journal of Teacher Education

“This is a powerful book addressing the complexity of powerful teacher knowledge highly relevant to policy makers, researchers/teacher educators, and teachers.” —Kari Smith, Professor, Teacher Education Department, Norwegian University of Science and Technology (NTNU), Norway

“A book which, with its rich perspectives on a range of subjects and cross—curricular contexts, is sure to be of help to active and future teachers, teachers of teachers and others interested parties. Knowledge and quality of teaching are the key words to meet the challenges of the time.” —Pavel Zgaga, Professor of Philosophy of Education, University of Ljubljana, Slovenia

From the Publisher