Skip to main content
SpringerLink
Log in
Book cover

Education Policies and the Restructuring of the Educational Profession pp 105–118Cite as

Between Evidence-Based Education and Professional Judgment, What Future for Teachers and Their Knowledge?

  • Chapter
  • First Online:

  • 590 Accesses

Part of the book series: Perspectives on Rethinking and Reforming Education ((PRRE))

Abstract

This chapter deals with the question of what is perceived as legitimate knowledge for constructing, discussing or questioning teachers’ work. After noting the importance of knowledge in the emergence and recognition of a professional group, we argue that the professional group of teachers has traditionally occupied a position of relative exteriority with respect to the definition of knowledge useful for the profession. Our hypothesis is that the development of New Public Management in the educational field, combined with the promotion of evidence-based education, contributes to a definition that is even more external to the group of knowledge and techniques considered legitimate for the professional activity of teaching. By contrast, the criticisms of evidence-based education seem to encourage the development of an alternative conception of teacher knowledge that is more rooted in the professional group and peer interactions, based on a professional judgment structured by the singular features of the situations encountered.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   129.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Notes

  1. 1.

    In the French-speaking countries in particular (France, Quebec, Switzerland), a major current of contemporary research seeks to analyse teachers’ practices and their professional activity in order to investigate their knowledge and learning methods (Ria 2015).

References

  • Apple, M. (1980). Curricular form and the logic of technical control: Building the possessive individual. In L. Barton, R. Meighan, & S. Walker (Eds.), Schooling, ideology and curriculum (pp. 11–28). Lewes: Falmer Press.

    Google Scholar 

  • Apple, M. (1983). Work, class and teaching. In L. Barton & S. Walker (Eds.), Gender, class and education (pp. 53–68). Lewes: Falmer Press.

    Google Scholar 

  • Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22.

    Article  Google Scholar 

  • Biesta, G. (2010). Why ‘what works’ still won’t work. From evidence-based education to value-based education. Studies in Philosophy and Education, 29(5), 491–503.

    Article  Google Scholar 

  • Bourdoncle, R. (1993). La professionnalisation des enseignants: les limites d’un mythe. Revue Française de Pédagogie, 105, 83–119.

    Article  Google Scholar 

  • Bourdoncle, R. (1994). Savoir professionnel et formation des enseignants. Une typologie sociologique. Spirale. Revue de Recherche en Education, 13, 77–96.

    Google Scholar 

  • Bourgeois, E. (2013). Expérience et apprentissage. La contribution de John Dewey. In L. Albarello, J. M. Barbier, E. Bourgeois, & M. Durand (Eds.), Expérience, activité, apprentissage (pp. 13–38). Paris: PUF.

    Google Scholar 

  • Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. Boston: Routledge & Kegan Paul.

    Google Scholar 

  • Brown, S., & McIntyre, D. (1993). Making sense of teaching. Buckingham: Open University Press.

    Google Scholar 

  • Champy, F. (2009). La sociologie des professions. Paris: PUF.

    Google Scholar 

  • Chapoulie, J.-M. (1973). Sur l’analyse sociologique des groupes professionnels. Revue Française de Sociologie, 14(1), 86–114.

    Article  Google Scholar 

  • Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners. Narratives of experience. New York: Teachers College Press.

    Google Scholar 

  • Davies, P. (1999). What is evidence-based education? British Journal of Educational Studies, 47(2), 108–121.

    Article  Google Scholar 

  • Demazière, D., Lessard, C., & Morissette, J. (2013). Les effets de la Nouvelle Gestion Publique sur le travail des professionnels: transpositions, variations, ambivalences. Education et Sociétés, 2(32), 5–20.

    Article  Google Scholar 

  • Dupriez, V. (2015). Peut-on réformer l’école ? Approches organisationnelle et institutionnelle du changement pédagogique. Louvain-la-Neuve: De Boeck Supérieur.

    Google Scholar 

  • Dupriez, V., & Malet, R. (Eds.). (2013). L’évaluation dans les systèmes scolaires. Accommodements du travail et reconfiguration des professionnalités. Bruxelles: De Boeck.

    Google Scholar 

  • Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20–38.

    Article  Google Scholar 

  • Hargreaves, D. H. (1996). Teaching as a research-based profession: Possibilities and prospects. Cambridge: Teacher Training Agency Annual Lecture.

    Google Scholar 

  • Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15.

    Article  Google Scholar 

  • Hofstetter, R. & Schneuwly, B. (2009). Introduction. In R. Hofstetter, & B. Schneuwly (Eds.), Savoirs en (trans)formation. Au cœur des professions de l’enseignement et de la formation (pp. 7–40). Bruxelles: De Boeck.

    Google Scholar 

  • Kennedy, M. M. (1983). Working knowledge. Science Communication, 5(2), 193–211.

    Google Scholar 

  • Little, J. W. (2006). Professional development and professional community in the learner-centered school. Washington, DC: National Education Association.

    Google Scholar 

  • Lortie, D. (1975). Schoolteacher: A sociological analysis. Chicago: University of Chicago.

    Google Scholar 

  • Malet, R. (2016). Les politiques de professionnalisation de l’enseignement: conditions de développement, de diffusion et variations dans les usages et les effets. Education Comparée, 16, 117–202.

    Google Scholar 

  • Maroy, C., & Cattonar, B. (2002). Professionnalisation ou déprofessionnalisation des enseignants. Le cas de la Communauté française de Belgique. Les Cahiers de Recherche du GIRSEF, 18.

    Google Scholar 

  • Meyer, J. W., & Rowan, B. (1977). Institutionalized organizations: formal structure as myth and ceremony. American Journal of Sociology, 83(2), 340–363.

    Article  Google Scholar 

  • Paquay, L. (2012). Avancées et continuités dans la recherche sur la formation des enseignants. Les Cahiers de recherche du GIRSEF, 90, 1–35.

    Google Scholar 

  • Perrenoud, P. (1996). Le métier d’enseignant entre prolétarisation et professionnalisation: deux modèles de changement. Perspectives, XXVI, 3, 543–562.

    Google Scholar 

  • Portes, P. R. (2005). Dismantling educational inequality: A cultural-historical approach to closing the achievement gap. New York: Peter Lang.

    Google Scholar 

  • Ria, L. (Ed.). (2015). Former les enseignants au XXIe siècle. Etablissement formateur et vidéoformation. Bruxelles: De Boeck.

    Google Scholar 

  • Reynolds, M. C. (Ed.). (1989). The knowledge base for the beginning teacher. Oxford: Pergamon Press.

    Google Scholar 

  • Saussez, F., & Lessard, C. (2009). Entre orthodoxie et pluralisme, les enjeux de l’éducation basée sur la preuve. Revue Française de Pédagogie, 168, 111–136.

    Article  Google Scholar 

  • Scheerens, J., & Bosker, R. J. (1997). The foundations of educational effectiveness. Oxford: Pergamon.

    Google Scholar 

  • Slavin, R. E. (2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher, 31(7), 15–21.

    Article  Google Scholar 

  • Tardif, M., & Lessard, C. (1999). Le travail enseignant au quotidien: contribution à l’étude du travail dans les métiers et les professions d’interactions humaines. Québec: Presses de l’Université Laval.

    Google Scholar 

  • Tardif, M., Lessard, C., & Lahaye, L. (1991). Les enseignants des ordres d’enseignement primaire et secondaire face aux savoirs. Esquisse d’une problématique du savoir enseignant. Sociologie et Sociétés, XXIII, 1, 55–69.

    Article  Google Scholar 

  • Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40.

    Article  Google Scholar 

  • Vause, A. (2010). Le processus de construction de la connaissance ouvragée des enseignants. Les Cahiers de Recherche en Éducation et Formation, 82.

    Google Scholar 

  • Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441–461.

    Article  Google Scholar 

  • Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Interdisciplinary Research Group in Socialisation, Education and Training (GIRSEF), Université Catholique de Louvain (UCL), Louvain-La-Neuve, Belgium

    Vincent Dupriez & Branka Cattonar

Authors
  1. Vincent Dupriez
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Branka Cattonar
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Vincent Dupriez .

Editor information

Editors and Affiliations

  1. Faculty of Social Sciences, University of Strasbourg, Strasbourg, France

    Romuald Normand

  2. Institute of International and Comparative Education, Beijing Normal University, Beijing, China

    Min Liu

  3. Institute of Education, University of Lisbon, Lisbon, Portugal

    Luís Miguel Carvalho

  4. Faculty of Education, Federal University of Minas Gerais, Belo Horizonte, Brazil

    Dalila Andrade Oliveira

  5. Faculty of Educational Sciences, Université Laval, Quebec City, Québec, Canada

    Louis LeVasseur

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer Nature Singapore Pte Ltd. and Educational Science Publishing House

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Dupriez, V., Cattonar, B. (2018). Between Evidence-Based Education and Professional Judgment, What Future for Teachers and Their Knowledge?. In: Normand, R., Liu, M., Carvalho, L., Oliveira, D., LeVasseur, L. (eds) Education Policies and the Restructuring of the Educational Profession. Perspectives on Rethinking and Reforming Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-8279-5_8

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-8279-5_8

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-8278-8

  • Online ISBN: 978-981-10-8279-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation