In this paper, we argue from principle that teacher education must enable a positive relationship between educational research and teaching knowledge practice. We discuss two popular conceptions of good teaching, which conceive the as craft worker executive technician, suggest that, while each these aspects knowing reflects something qualities teachers need, any one on its own is insufficient. contrast to such mono-dimensional conceptions, research-based textured notion professional...

Abstract Policy debates on employability, lifelong learning and competence‐based approaches suggest a convergence of VET across European countries. Against the background creation Qualifications Framework, this paper compares systems England, Germany The Netherlands. analysis reveals distinct understandings meanings outwardly similar terms. These are deeply rooted in countries' institutional structures labour processes still inform national policies today. identifies major distinction...

Journal Article Curriculum Design and Epistemic Ascent Get access Christopher Winch Correspondence: Winch, Education Professional Studies, King's College, Waterloo Road, London, SE1 9NH, UK. Email: christopher.winch@kcl.ac.uk Search for other works by this author on: Oxford Academic Google Scholar of Philosophy Education, Volume 47, Issue 1, February 2013, Pages 128–146, https://doi.org/10.1111/1467-9752.12006 Published: 13 December 2012

Recent years have seen a concerted and systematic move towards school‐led system of initial teacher training in England. The role universities, particularly their part engaging new teachers with educational theory, has been radically challenged. Only around half entrants to the profession now follow university‐based routes. These seismic changes education driven through minimum formal consultation or public debate. In this urgent compelling pamphlet, Janet Orchard Christopher Winch argue for...

Abstract With the proposed introduction of a common framework for comparing qualifications within European Union as result Lisbon Agreement 2000, question commonly agreed transnational concepts skills and has become pressing political practical issue. The paper argues that there are grounds doubting is ready translation English terms ‘skill’ ‘qualification’ in way avoids problems calibrating German vocational qualifications. Reasons this difficulty explored, most important which relate to:...

The European Qualification Framework (EQF) is intended to transform national qualification frameworks (NQFs) by moulding them into a learning outcomes framework. Currently adopted as an enabling law the Union, EQF has now operated for several years. In order secure widespread adoption, however, it will be necessary anchored at sectoral and occupational levels in labour market well levels. article assesses progress made so far, identifies difficulties encountered modifications that need...

(2004). Apprenticeship and Applied Theoretical Knowledge. Educational Philosophy Theory: Vol. 36, No. 5, pp. 509-521.

This paper highlights critical shortcomings in the approach to apprenticeship England and argues that proposed Apprenticeship Framework is unlikely fulfil its stated aims of enhancing quality quantity. The key weaknesses identified are a clear definition what constitutes an framework, educational component, employee involvement lack recognition alternative college‐based routes. Drawing on recent cross‐national study, authors compare English situation with vocational education training...

Purpose Though the notion of competence is common terminology in European VET policy at national and supra‐national level, understandings vary widely, both across countries within. The particular conceptions adopted EQF are themselves problematic framework allows for a variety interpretations. purpose this paper to clarify those applied vocational education qualifications systems contribute development transnational understanding term, one which compatible with rapidly changing labour...

ABSTRACT: Various attempts to specify the nature of professions in general and teaching particular relation knowledge that is needed for practice are considered. It argued there no epistemic or moral criterion professionalism will sustain claim be a profession. The teachers' examined relationship between theory application seen both crucial problematic our understanding work. implications discussion teacher education assessed.

Tooley, Dixon and Gomathi maintain that private unrecognised unaided schools in Hyderabad, India, catering for children of the poor, provide a better level education than do their government counterparts. We examine this contention argue first Tooley et al.'s conceptualisation its benefits is flawed second evidence selected provided to prove empirical side case one‐sided unrepresentative. conclude remains unproven flaws argument no substantial contention.

The time has come to re-assess the role that Philosophy play in education of teachers, both at beginning and during their careers. currently fashionable craft conception teaching is inadequate as a preparation for career teaching. Education an important preparing First, it enables teachers acquire grasp conceptual field ability find way around often contested views within field, which turn impinge upon normative structure particular systems. Second, them understand better debates involve...

This article shows why qualifications built on occupational capacity rather than trade-based skills have more potential to accommodate the aims of European Qualifications Framework (EQF) and changes in labour process, going together with development markets. The challenges distinct Anglo-Saxon notion ‘skill’ attached a system vocational education training (VET), where weak market currency. distinctiveness has implications for EQF implementation, common understanding knowledge, competences...