Reclaiming Scholarship in Higher Education

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Slides for my Opening Lecture at the Scottish Educational Research Association Annual Conference, 25th - 26th November 2010 at the Stirling Highland Hotel, Stirling, Scotland

Transcript of Reclaiming Scholarship in Higher Education

  • 1. Reclaiming scholarship as an integratingdimension of academic work for the impact ofresearch on teaching and learning Professor Brian Hudson Scottish Educational Research Association Annual Conference 25th 26th November 2010 Stirling 1
  • 2. 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 2
  • 3. Milestone 1: 1990 - Scholarship Reconsideredpublished 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 3
  • 4. 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. 4
  • 5. Milestone 3: 2005 began work at Ume University Ume 5
  • 6. An aside The Teacher Education Policy in EuropeNetwork 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 d and the Foundation for the Development of the Education System in Poland Web: 6
  • 7. Reflections on discussions about the nature ofscholarship in Sweden A case of meanings being lost in translation The lack of a corresponding term in the Swedish language 7
  • 8. Milestone 4: 2009 - returned to UK to work at the University of Dundee 8
  • 9. Reflections on the advent of Academic Role Profiles 9
  • 10. Contested interpretations of the nature and meaningof 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) 10
  • 11. 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 11
  • 12. 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) 12
  • 13. What is the place of Higher Education in theprofessional 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? 13
  • 14. Current Westminster Government policy on TeacherEducation: Looking back to the future The teacher is not only master (my teachers are master workmen not italics) of procedure but also of content architects There is no genius and rationale, and capable of wanted. Good intelligent, discreet explaining why something has to be teachers are needed. done. The teacher is capable of reflection leading to self knowledge, the metacognitive awareness that Who said that? distinguishes draftsman (my italics) from architect, bookkeeper from Henry Clay Speer, Chief Superintendant of Schools, Wisconsin auditor Frontier (1878) cited in Kliebard (1999) (Lee S. Shulman, 1986) 14
  • 15. 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 inquiryto provide a general theory of educational practicemade 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) 15
  • 16. What is the essential role of HE in the professionaleducation 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. 16
  • 17. What is the essential role of HE in Teacher Educationelsewhere in the EHEA? The Higher Education Ordinance in Sweden is structured around the following three broad goals: Kunskap och frstelse (Knowledge and understanding), Frdighet och frmga (Skill and ability) and Vrderingsfrmga och frhllningsstt (Values ability and attitudes/praxis of consideration) Another case of meanings lost in tra