Advertisement

Valuing Experience as well as Knowledge in Schools

  • Ron Hansen

As a long-standing instructor of technical teachers, I am struck by two anomalies in the school system. My efforts to help these teachers make a successful transition into the profession are offset or countered, it occurs to me, by these anomalies. One anomaly is the rather obvious one that technical teachers learn by doing while most other subjects in schools involve learning through rote memorization of information or knowledge. The second anomaly revolves around the schools in which technical teachers practice and the degree to which the public seems to unabashedly embrace institutionalized learning. Schools, like many institutions, are a universal feature of twentieth and twenty-first century life in Western society. Seldom, however, are their programme priorities analysed with regard to how well they serve us.

Keywords

Teacher Candidate Critical Pedagogy Technology Teacher Rote Memorization Formal Education System 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Bernstein, B. 1970. Education cannot compensate for society. New society, no. 387, pp. 344–47.Google Scholar
  2. Boud, D. 1989. Foreword. In: Weil, S.W.; McGill, I., eds. Making sense of experiential learning: diversity in theory and practice. Milton Keynes, UK: Open University Press.Google Scholar
  3. Bowles, S.; Gintis, H. 1976. Schooling in capitalistic America: educational reform and the contradictions of economic life. New York, NY: Basic Books.Google Scholar
  4. Clark, B.R. 1962. Educating the expert society. San Francisco, CA: Chandler.Google Scholar
  5. Connelly, F.M.; Clandinin, D.J. 1990. Stories of experience and narrative inquiry. Educational researcher, vol. 19, no. 5, pp. 2–14.Google Scholar
  6. Donaldson, M. 1987. Children’s minds. Glasgow, UK: Fontana Press.Google Scholar
  7. Eisner, W.E. 1998. Forms of understanding and the future of educational research. In: Sugrue, C., ed. Teaching, curriculum and educational research, pp. 161–69. Dublin: St. Patrick’s College.Google Scholar
  8. Greenfield, T.B. 1993. The man who comes back through the door in the wall: discovering truth, discovering self, discovering organizations. In: Greenfield, T.B.; Ribbing, P., eds. Greenfield on educational administration: towards a humane science, pp. 92–119. London: Routledge.Google Scholar
  9. Hansen, R. et al. 1992. Teacher development project: technological education. London, Canada: University of Western Ontario, Faculty of Education.Google Scholar
  10. Hansen, R. 1996. Program equity and the status of technological education: the apologetic nature of technology teachers. Journal of technology education, vol. 7, no. 2, pp. 72–78.Google Scholar
  11. Harre, R.; Gillett, G. 1994. The discursive mind. London: Sage Publications.Google Scholar
  12. Jones, G.R. 1983. Life history methodology. In: Morgan, G., ed. Beyond method: strategies for social research, pp. 147–59. Beverly Hills, CA: Sage Publications.Google Scholar
  13. Kessels, J.P.A.M.; Korthagen, F.A.J.K. 1996. The relationship between theory and practice: back to the classics. Educational researcher, vol. 25, no. 3, pp. 17–22.Google Scholar
  14. Layton, D. 1993. Technology’s challenge to science education. Buckingham, UK: Open University Press.Google Scholar
  15. McLaren,p. 1998. Life in schools: an introduction to critical pedagogy in the foundations of education, 3rd ed., pp. 171–98. New York, NY: Longmans.Google Scholar
  16. Sheridan, J. 2000. The silence before drowning in alphabet soup. Canadian journal of native studies, vol. 18, no. 1, pp. 23–32.Google Scholar
  17. Zeichner, K.; Gore, J. 1990. Teacher socialization. In: Houston, R.W., ed. Handbook of research on teacher education, pp. 329–48. New York, NY: MacMillan.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2009

Authors and Affiliations

  • Ron Hansen
    • 1
  1. 1.Faculty of EducationUniversity of Western OntarioLondonCanada

Personalised recommendations