Beginning teaching: the theory/practice divide

Bainbridge, A. (2011) Beginning teaching: the theory/practice divide. Cliopsy, 6. pp. 25-32. ISSN 2100-0670.

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Abstract

It is well reported that during the early career development of teachers there is a tendency to favour practical experience over an engagement with professional knowledge. This article considers the seductive nature of experience and how educational settings may offer a unique professional environment. This environment is characterised by a heightened transference response that brings the personal and professional into conflict. It is acknowledged that affect proceeds cognition, which goes some way towards explaining this phenomenon. The tension produced by the encounter with new knowledge creates an array of defences that resist what is perceived as an attack on the self. It is argued that the desire ‘not to know’ is problematic for new professionals and that knowledge cannot simply be transferred but, rather, providing conditions to encourage a disposition to learn is paramount.

Item Type: Article
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators > LB1775 Professional aspects of teaching and school administrators. Vocational guidance
Divisions: pre Nov-2014 > Faculty of Education
Related URLs:
Depositing User: Users 129 not found.
Date Deposited: 20 Mar 2012 15:00
Last Modified: 23 Jan 2016 10:21
URI: https://create.canterbury.ac.uk/id/eprint/10590

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Last edited: 29/06/2016 12:23:00