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Drawing together an international author team from Australia,
Finland, France, Germany, Norway, Sweden and the UK, this book
examines how we might democratize and open up access to 'knowledge
of the powerful' for all. This book moves beyond the narrow
knowledge vs skills debate of the 20th century to interrogate the
epistemic quality of education in schools, and is a valuable
resource for reflecting on the design and implementation of teacher
education. Based on a range of national studies by the Knowledge
and Quality across School Subjects and Teacher Education network
(KOSS), funded by the Swedish Research Council (2019-22), the
chapters explore teachers' powerful professional knowledge and the
implications this has for innovation in teacher education, policy
and practice in educational settings.
This book highlights decisions governments have to make about their
public education systems, the options they have before them and the
consequences of their decisions. As well as covering issues such as
values, curriculum, teacher training, structures and so on, the
book addresses education planning for epidemics, pandemics and
disasters. Education systems provide the foundations for the future
wellbeing of every society, yet existing systems are a point of
global concern. Education System Design is a response to debates in
developing and developed countries about the characteristics of a
high-quality national education service. It questions what makes a
successful system of education. With chapters that draw on
experience in education systems around the world, each one
considers an element of a national education service and its role
in providing a coherent and connected set of structures to ensure
good education for all members of society. Key topics include:
Existing education systems and what a future system might look like
Inclusion and social justice Leadership and teacher education
Policy options, and the consequences of policy changes This book
suggests an education system be viewed as an ecosystem with
interdependencies between many different components needing to be
considered when change is contemplated. It is a vital book for any
stakeholders in educational systems including students, teachers
and senior leaders. It would be particularly useful to policy
makers and those implementing policy changes.
Ensuring quality in and through teaching and learning has become a
fundamental global concern. Emanating from a colloquium on Quality
Assurance and Teacher Education hosted by University College Dublin
in 2010 and funded by the European Educational Research
Association, this book interrogates how quality cultures can be
fostered in the field of education. The volume brings together a
series of background and case study chapters from leading scholars
in the field of teacher education internationally.
Drawing on the idea of powerful knowledge, this book interrogates
the epistemic quality of education in schools, in terms of what
students are expected to know, make sense of and be able to do
through the curriculum. In doing so the authors acknowledge the
significance of transformation processes through which specialized
knowledge, developed in subject disciplines, is reshaped and
re-presented in educational environments. Moving beyond the narrow
knowledge vs skills debate of the 20th century, the authors look at
how we might democratise and open up access to 'knowledge of the
powerful' for all through the school curriculum. Arising from the
work of the Knowledge and Quality across School Subjects and
Teacher Education network (KOSS), funded by the Swedish Research
Council (2019-22), this book draws on studies conducted in a range
of national contexts, including from Finland, France, Germany,
Norway, Sweden and the UK, and considers the implications for
curriculum innovation at policy, programmatic and classroom level.
This book highlights decisions governments have to make about their
public education systems, the options they have before them and the
consequences of their decisions. As well as covering issues such as
values, curriculum, teacher training, structures and so on, the
book addresses education planning for epidemics, pandemics and
disasters. Education systems provide the foundations for the future
wellbeing of every society, yet existing systems are a point of
global concern. Education System Design is a response to debates in
developing and developed countries about the characteristics of a
high-quality national education service. It questions what makes a
successful system of education. With chapters that draw on
experience in education systems around the world, each one
considers an element of a national education service and its role
in providing a coherent and connected set of structures to ensure
good education for all members of society. Key topics include:
Existing education systems and what a future system might look like
Inclusion and social justice Leadership and teacher education
Policy options, and the consequences of policy changes This book
suggests an education system be viewed as an ecosystem with
interdependencies between many different components needing to be
considered when change is contemplated. It is a vital book for any
stakeholders in educational systems including students, teachers
and senior leaders. It would be particularly useful to policy
makers and those implementing policy changes.
Drawing on the idea of powerful knowledge, this book interrogates
the epistemic quality of education in schools, in terms of what
students are expected to know, make sense of and be able to do
through the curriculum. In doing so the authors acknowledge the
significance of transformation processes through which specialized
knowledge, developed in subject disciplines, is reshaped and
re-presented in educational environments. Moving beyond the narrow
knowledge vs skills debate of the 20th century, the authors look at
how we might democratise and open up access to 'knowledge of the
powerful' for all through the school curriculum. Arising from the
work of the Knowledge and Quality across School Subjects and
Teacher Education network (KOSS), funded by the Swedish Research
Council (2019-22), this book draws on studies conducted in a range
of national contexts, including from Finland, France, Germany,
Norway, Sweden and the UK, and considers the implications for
curriculum innovation at policy, programmatic and classroom level.
Drawing together an international author team from Australia,
Finland, France, Germany, Norway, Sweden and the UK, this book
examines how we might democratize and open up access to
‘knowledge of the powerful’ for all. This book moves beyond the
narrow knowledge vs skills debate of the 20th century to
interrogate the epistemic quality of education in schools, and is a
valuable resource for reflecting on the design and implementation
of teacher education. Based on a range of national studies by the
Knowledge and Quality across School Subjects and Teacher Education
network (KOSS), funded by the Swedish Research Council (2019-22),
the chapters explore teachers’ powerful professional knowledge
and the implications this has for innovation in teacher education,
policy and practice in educational settings.
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