Teachers' Know-How: A Philosophical Investigation (Journal of Philosophy of Education) - Softcover

Winch, Christopher

9781119355687: Teachers' Know-How: A Philosophical Investigation (Journal of Philosophy of Education)

Softcover

ISBN 10: 1119355680 ISBN 13: 9781119355687

Publisher: Wiley-Blackwell, 2017

Teachers’ Know-How: A Philosophical Investigation presents a comprehensive and up to date philosophical treatment of the kinds of knowledge and “know-how” that educators should possess.

Offers an original and in-depth study of teachers’ know-how which situates teaching within the spectrum of professions
Critiques the currently fashionable craft conception of teaching and the view of teaching as protocol-driven which is currently influential in policymaking circles
Utilizes epistemological debates on the nature of know-how to inform understanding of the work of teachers
Features detailed examples including some drawn from the author’s own long professional experience of a teacher in a wide range of different contexts

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From the Back Cover:

What are the specific types of knowledge and personal characteristics that define good teachers―and make for good teaching practices? And what is the broader role of teachers within a society? Teachers' Know-How: A Philosophical Investigation presents a comprehensive and up to date philosophical treatment of the kinds of knowledge and "know-how" that educators should possess in order to meet the demands of education in contemporary societies where 'high-performance' is an expectation of both governments and the public. Initial chapters provide a conceptual survey of professional know-how and proceed to consider the specific nature of teachers' know-how and its relationship with teachers' professional knowledge. Several differing and contesting conceptions of teachers and their know-how― the craft-worker, the executive technician, and the professional―are then comprehensively described and discussed. This is followed by an extended defense of the professional conception of teachers' know-how, with acclaimed educator Christopher Winch arguing that "craft" elements and theoretically based know-how are far from incompatible―they are in fact complementary and necessary elements of teachers' know-how in high performing educational systems. Winch goes on to demonstrate the inadequacy of purely craft based and protocol driven conceptions of teachers' know-how while also discussing their relationship with such issues as teachers' careers, teacher education, and the teacher in contemporary society. Timely and thought-provoking, Teachers' Know-How offers illuminating philosophical insights into some of the most pressing concerns relating to the quality of contemporary education in the minds of policymakers, parent, and educators alike.

About the Author:

CHRISTOPHER WINCH is Professor of Educational Philosophy and Policy, School of Education, Communication and Society, King's College London. He is the author of numerous books and articles in the philosophy of education and on professional and vocational education.

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