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Reclaiming scholarship as an integrating

dimension of academic work for the impact of

research on teaching and learning

Professor Brian Hudson

Scottish Educational Research Association Annual Conference

25th – 26th November 2010

Stirling

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Structure of this lecture

� Reflections on conceptions of scholarship and the implications of processes of

fragmentation, division and reductionism

� How these processes of fragmentation, division and reductionism also apply to ideas

about curriculum, competence and teaching

� The central place of research in academic work in Higher Education and the central

place in turn of Higher Education in the professional education of teachers

� The development of cultures of inquiry in Teacher Education

� Questions in relation to the debate about the nature of teaching seen merely as a

craft or as an inquiry-oriented profession

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Milestone 1: 1990 - “Scholarship Reconsidered”

published

� “What we need today is a more

inclusive view of what it means to be a

scholar – a recognition that knowledge

is acquired through research, through

synthesis, through practice and

through teaching”

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Milestone 2: Year 2000 –

a Case of “Scholarship Misunderstood”?

� “If the notions of scholarship, scholar and scholarly are to avoid emptiness and

become useable descriptors of teaching, as Ernest Boyer hoped, the concepts

behind these terms need clarifying and tightening-up, particularly in the context of a

university system re-inventing itself and unsure about its future direction.”

� Lee W. Andresen (2000) A Useable, Trans-disciplinary Conception of Scholarship, Higher

Education Research & Development, Vol. 19, No. 2, 2000.

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Milestone 3: 2005 – began work at Umeå University

Umeå

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An aside – The Teacher Education Policy in Europe

Network� Future conferences:

� 13th to 15th 2011 in Vienna hosted by

the University of Vienna and the

National Department for Science and

Research in co-operation with the

National Department for Education and

Culture

� May 2012 in Warsaw hosted by the

University of Łódź and the Foundation

for the Development of the Education

System in Poland

� Web: http://tepe.wordpress.com/

� https://twitter.com/TEPEnetwork

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Reflections on discussions about the nature of

scholarship in Sweden

� A case of meanings being lost in

translation

� The lack of a corresponding term in

the Swedish language

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Milestone 4: 2009 - returned to UK –

to work at the University of Dundee

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Reflections on the advent of Academic Role Profiles

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Contested interpretations of the nature and meaning

of Curriculum

� What is curriculum as we now

understand the word? … It has a

physical existence but also a meaning

incarnate …

� … by virtue of their meaningfulness

curricula are not simply means to

improve teaching but are expressions

of ideas to improve teachers. Of

course, they have day-to-day

instructional utility: cathedrals must

keep the rain out …

� Lawrence Stenhouse cited in (Ruddock

and Hopkins, 1985)

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The Scottish Credit and Qualifications Framework

� “Learning outcomes are expressed in

terms of a statement of competencies,

including knowledge, skills and values,

capable of being demonstrated at the

end of a process of learning.” (SCQF,

2007, p19)

� Where are values?

� SCQF (2007) Handbook Vol 1 with Foreward by Dr Andrew Cubie, Chair, SCQF Partnership

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On the contested nature of competence

� Conceptions arising from behaviourist and positivist thinking

� Narrow, checklist approaches

� Versus:-

� A more liberal concept which sees the achievement of competence as accompanied

in its appropriation and in its exercise by the attitudes, beliefs, and personal culture of

the person who acquires and exercises the competency in question.

(John Coolahan, 2010)

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What is the place of Higher Education in the

professional education of teachers

� Teachers simply as technicians?

� Teaching as a “craft” which is “best

learned as an apprentice” - Michael

Gove, quoted in TES Connect (2010)

� Whose interests are being served?

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Current Westminster Government policy on Teacher

Education: Looking back to the future

� “teachers are “master workmen … not

architects … There is no genius

wanted. Good intelligent, discreet

teachers are needed.”

� Who said that?

� Henry Clay Speer, Chief Superintendant of Schools, Wisconsin Frontier (1878) cited in Kliebard (1999)

� “The teacher is not only ‘master’ (my

italics) of procedure but also of content

and rationale, and capable of

explaining why something has to be

done. The teacher is capable of

reflection leading to self knowledge,

the metacognitive awareness that

distinguishes ‘draftsman’ (my italics)

from architect, bookkeeper from

auditor”

� (Lee S. Shulman, 1986)

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The struggle for values and for the place of research

� On the central place of research in academic work as the scholarship of inquiry (in

relation to both natural and social sciences).

� Research as “systematic inquiry…to provide a general theory of educational

practice…made public” (Lawrence Stenhouse, 1985)

� ‘Knowledge’ that is represented as authoritative, and established independently of

scholarly warrant … cannot be knowledge. It is faith”. (Lawrence Stenhouse, 1985)

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What is the essential role of HE in the professional

education of teachers in the EHEA?

� To fulfil the higher education mission in the European Higher Education Area … a

necessary prerequisite is that teacher education rests on research-based foundations

with the following basic conditions:

� Teachers need a profound knowledge of the most recent advances of research in the subjects

they teach. In addition, they need to be familiar with the latest research on how something can

be taught and learnt.

� Teacher education in itself should also be an object of study and research.

� The aim is that teachers internalise a research-orientated attitude towards their work.

� Key Note address by Professor Hannele Niemi to Lisbon EU Presidency meeting 2007 with

reference to Commission of the European Communities (2007) Improving the Quality of

Teacher Education. Communication from the commission to the Council and the European

parliament 3.8.2007. Brussels.

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What is the essential role of HE in Teacher Education

elsewhere in the EHEA?

� The Higher Education Ordinance in Sweden is structured around the following three

broad goals:

� Kunskap och förståelse (Knowledge and understanding),

� Färdighet och förmåga (Skill and ability) and

� Värderingsförmåga och förhållningssätt

(‘Values ability’ and ’attitudes/praxis of consideration’)

� Another case of meanings lost in translation?

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What is HE required to offer in the context of

Scotland? - Key educational principles

� Programmes of Initial Teacher Education will be expected to:

� draw on a wide range of intellectual resources, theoretical perspectives and academic

disciplines

� provide student teachers with a broad and balanced knowledge and understanding …

� encourage student teachers to engage in discussion with pupils …

� encourage student teachers to engage with fundamental questions concerning the aims and

values of education and its relationship to society;

� provide opportunities for student teachers to engage with and draw on educational theory,

research, policy and practice;

� encourage professional reflection on educational processes in a wide variety of contexts;

� develop … the ability to construct and sustain a reasoned argument …

� promote … intellectual independence and critical engagement with evidence

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Aspects of Professional Development from the GTCS

Standard for Initial Teacher Education

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Teaching as a design profession

� Teaching as a design profession

(Clark and Yinger, 1987)

� Teacher education as a related inter-

disciplinary and applied design science

(Herb Simon, 1970)

� Didactical Design for Technology

Enhanced Learning (Hudson, 2011)

(Hudson, 2011)

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On higher order thinking as central to teachers’

professional work

http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools

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On the central role of scholarship in teaching and

learning

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Developing cultures of inquiry and seeing holistically

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The machine worldview or seeing holistically

Scholarship as related to values, as an attitude of

mind and as a praxis of inquiry

Scholarship as an undefined activity that is

different to and separate from research

Teacher as creative designer, teacher education

as a design science and teaching as a design

profession

Teacher as apprentice and teaching as a mere

craft

Curriculum as planned support for learning to

become educated in the widest sense of the word

Curriculum as manual objectively reduced simply

to knowledge and skills to be learned

Competence as accompanied in its appropriation

and in its exercise by the attitudes, beliefs, and

personal culture of the person who acquires and

exercises the competency in question

Competence simply as narrowly defined

behaviours

Holistic viewReductionist view

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Teaching as craft or as an inquiry-oriented profession?

� In teaching there always is:

� somebody that

� sometimes, and

� somewhere, and

� for some reason

� in some way facilitates

� somebody else’s

� efforts to reach

� some kinds of competence

� in some fields of knowledge

� for certain purposes

� that have been agreed upon

� so that an individual could better realise his/her interests.

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Teaching as craft or as an inquiry-oriented profession?

� This time the quote in full:

� In teaching there always is:

� somebody that (who?)

� sometimes (when?), and

� somewhere (where?), and

� for some reason (why?)

� in some way (how?) facilitates

� somebody else’s (whose?)

� efforts (by means of what?) to reach

� some kinds of competence (what kind?)

� in some fields of knowledge (what?)

� for certain purposes (what/why?)

� that have been agreed upon (by whom?)

� so that an individual could better realise his/her interests.

� Michael Uljens (1997) School Didactics and Learning. Hove

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Thank you for your attention

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References

� Andresen, L. W. (2000) A Useable, Trans-disciplinary Conception of Scholarship,

Higher Education Research & Development, Vol. 19, No. 2, 2000.

� Boyer, E. L. (1990) Scholarship Revisited. Princeton University NJ: Carnegie

Foundation for the Advancement of Teaching.

� Clark, Ch. M. and Yinger, R. J. (1987) Teacher Planning. In Calderhead, J. (ed.)

Exploring Teachers’ Thinking, London: The Falmer Press.

� Coolahan, J. Key Note Address, Teacher Education Policy in Europe (TEPE) Network

Conference, University of Tallinn, 30 September – 1 October 2010.

http://eduko.archimedes.ee/files/TEPE%202010_agenda_FINAL-2.pdf

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References

� Healey, M. (2005) Linking research and teaching: exploring disciplinary spaces and

the role of inquiry-based learning. In R. Barnett (Ed) Reshaping the University: New

Relationships between Research, Scholarship and Teaching. McGraw Hill / Open

University Press.

� Hudson, B. (2011) Didactical Design for Technology Enhanced Learning. In Hudson,

B. and Meyer, M. (Eds.) Beyond Fragmentation: Didactics, Learning and Teaching in

Europe, Verlag Barbara Budrich, Opladen and Farmington Hills. (Work in Progress)

� Kliebard, H. (1999) Constructing the Concept of Curriculum on the Wisconsin

Frontier: How School Restructuring Sustained a Pedagogical Revolution. In B. Moon

and P. Murphy (Eds) Curriculum in Context. London: Paul Chapman Publishing Ltd.

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References

� Niemi, H. (2007) Key Note address to EU Presidency meeting, Lisbon.

� Ruddock, J. and Hopkins, D. (Eds) (1985) Research as a basis for teaching:

Readings from the work of Lawrence Stenhouse, Heineman.

� SCQF (2007) Handbook Vol. 1, SCQF Partnership [WWW document] URL

http://www.scqf.org.uk/nmsruntime/saveasdialog.aspx?lID=125&sID=16

(Accessed 23rd November 2010)

� Shulman, L. S. (1986) Those who understand: knowledge growth in teaching,

Educational Researcher, 15, 2, 4-14.

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References

� Simon, H. (1970) The Sciences of the Artificial. Cambridge, Mass., MIT-Press.

� Speer, H. C. (1878) A course of study for common schools, Programme and

Proceedings of the State Teachers’ Association of Kansas and the Papers Read at

the Session of the Association (Topeka, 1878), 22-23.

� TES Connect (2010) Dons scramble to pour scorn on Gove's shake-up [WWW

document] URL http://www.tes.co.uk/article.aspx?storycode=6049296 (Accessed

23rd November 2010)

� Uljens, M. (1997) School Didactics and Learning. Hove