competing visions of teaching: does “good practice” lead to good practice?

competing visions of teaching: does “good practice” lead to good practice? adam lefstein adaml@netvision.net.il august 20, 2004

The only uniformity of practice that the Board of Education desire to see in the teaching of Public Elementary Schools is that each teacher shall think for himself, and work out for himself such methods of teaching as may use his powers to the best advantage and be best suited to the particular needs and conditions of the school. -- Primary Education: Suggestions for the consideration of teachers (1918)

Between 1997 and 2001, the government led from the centre and on key issues – literacy, numeracy or school failure for example – was unapologetically prescriptive… Until the mid-1980s what happened in schools and classrooms was left almost entirely to the teachers to decide. However, at the time no means were in place to ensure effective practice was identified, disseminated and universally adopted. -- Michael Barber, “The Next Stage for Large Scale Reform in England: From Good to Great” (2002)

why are visions important? they bind together… a way of thinking, a way of looking at the world, a way of speaking, a way of imagining the world, and a way of acting.

methodism – explaining recent trends in anglo-american education • “good” or “best practice” • evidence-based practice – “what works” • centrally mandated, standardized testing • accountability regimes • highly prescriptive curricular materials

methodism – key figures • certainty • objectivity • method • calculability • efficiency • control

At the dawn of the 21st century, education is finally being dragged, kicking and screaming, into the 20th century. The scientific revolution that utterly transformed medicine, agriculture, transportation, technology, and other fields early in the 20th century almost completely bypassed the field of education… Applications of the findings of educational research remain haphazard, and that evidence is respected only occasionally, and only if it happens to correspond to current educational or political fashions. -- Robert Slavin, AERA Presidential address (2002)

Scientific research Certain / reliable knowledge (“what works”) Student reading skills Reform policy: standards and assessment prescriptive curricula monitoring and management Technical teaching methods methodism in action: the rationalisation of literacy teaching

criticisms of methodism • limitations of research in human sciences • teaching not reducible to method: • centrality of context • complexity and “messiness” of practice • importance of tacit knowledge • narrowing educational aims • harmful side effects: • deprofessionalization: teacher as technician • objectification ?

subjectivism [T]he most important rule in education [is that] a great teacher is more important than anything else… Think about what a great teacher can do with outdated teaching methods, that a mediocre teacher cannot do with the best brain-engineered methods fresh from the research laboratory. Teaching, after all, is an interaction between people, between teachers and learners. -- Peter Temes, Against school reform (and in praise of great teaching), 2002

subjectivism: teaching as reflective practice Teacher horizon Professional community Academic knowledge Plans and anticipations Reflection-on-action Administrative constraints Classroom experience

criticisms of subjectivism • can teachers be trusted? • inefficiency: reinventing the wheel • confining teachers to their own horizons • the problem of change • who sets educational goals? ?

which vision is the right one? • not a good question • moving beyond the dichotomy; rethinking: • method – teaching as design • teachers’ occupational structures • facilitated collaboration and deliberation • accountability regime and testing – individual feedback for teaching • educational research as conversation ?

thank you adam lefstein adaml@netvision.net.il

at a glance • competing visions of teaching and its regulation a) methodism: “good practice” b) subjectivism: “reflective practice” 2) beyond the methodism / subjectivism dichotomy

competing visions of teaching: does “good practice” lead to good practice?