Teaching, teacher formation, and specialised professional practice

Hordern, J (2015) 'Teaching, teacher formation, and specialised professional practice.' European Journal of Teacher Education, 38 (4). pp. 431-444. ISSN 1469-5928

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Official URL: http://dx.doi.org/10.1080/02619768.2015.1056910


This paper starts by exploring the relevance of Bernstein’s work on vertical and horizontal discourses and the constitution of professional knowledge for conceptualisation of the knowledge needed for teaching practice. Building on arguments for the differentiated nature of knowledge, and drawing on the work of Winch, Young and Muller on expertise, and the sociology of the professions, this paper advances a conception of teaching as a ‘specialised professional practice’ that requires the support of particular socio-epistemic arrangements and conditions embedded in professional communities. Prevalent notions of teaching and teacher education that find favour in some European countries are examined in the light of these arguments, with particular reference to recent reforms in England.

Item Type: Article

First published online on 03 July 2015.

Keywords: teacher formation, teacher expertise, recontextualisation, Bernstein
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: School of Education
Identification Number: https://doi.org/10.1080/02619768.2015.1056910
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Date Deposited: 21 Jul 2015 15:16
Last Modified: 15 Aug 2021 09:40
URI / Page ID: https://researchspace.bathspa.ac.uk/id/eprint/6399
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