Discuss more comprehensive the school’s knowledge assignment and the opportunities and limitations of the teaching profession in today’s school.
ATTENTION: You should write using your own words. I just took direct books and articles. You can add an extra material that you think is applicable to the question.
The question is divided into 1. Knowledge assignment of the school. 2. Opportunities and limitations of the teaching professions
You should use Harvard system. As for the reference of this text I am going to add it. As for yours you can add them.
The discussion about knowledge and learning never ends. For those of us who are working in school it is relevant to have a clear idea of how the term knowledge can be understood in an educational context. A teacher’s idea of knowledge and learning decides what pedagogical methods she uses. The school discourse can be analyzed in different ways.
Knowledge characterizes man’s quest to survive and get a better life, both individually and collectively. Knowledge has been found and practiced in various businesses throughout the whole history of man. Plato was the first to stand the main criteria for what can be described as true and safe knowledge unlike having only one opinion or think of something . Plato successor Aristotle broadened the discussion of knowledge by talking about knowledge related to different activities. He saw the theoretical knowledge associated with it reflective and investigative life. To that he adds two forms of practical knowledge, one that is primarily associated with crafts and creative activities (techne) and one who is linked to ethical and political life (fronesis).
The term knowledge itself did not receive much attention until the curriculum of 1992, which saw the introduction of the so-call ‘Four F’s’, which translate as facts, understanding, familiarity and proficiency(skolverket)
A central concept for grasping the nature of practical knowledge is “knowing how”, which can be contrasted with the traditional form of knowledge, called “knowing-that”, knowing that, or what we know about various things. “Knowing how” consists in skills, being able to perform certain actions, while “knowing that” means knowing how things are. The use of the word “knowing” instead of “knowledge” indicates the nature of knowledge being an activity. Both of these forms of knowledge include different forms of rationality. “Know that” is linked to the theoretical, while “know how” is an expression of the practical. Put differently, knowledge is both theoretical and practical in nature (the school’s work)
In Sweden, the elementary school was introduced in 1962 with a new curriculum, the aim being that all children in the country should be brought up to critical thinking and democratic citizens. In addition, they would receive the same basic education regardless of social background. Today’s curriculum follows the same path with the purpose of children learning skills, skills and democratic values. This is mentioned in the first paragraph of the first chapter of the curriculum for the compulsory school, the preschool class and the leisure home (Lgr 11).
According to Biesta, education should be or become an evidence-based activity and that the teaching profession should be or become an evidence-based profession that has recently gained a stronger foothold in several countries around the world (Biesta, p. 34).
According to Biesta, education plays an important role in the production and reproduction of rational communities. Through qualification and socialization, gives schools and other educational institutions, give their students a voice and often a number of different voices. But all of these are representative votes. They sound students speak as representatives of special communities, traditions, discourses, activities and so on( Biesta, p.91).
According to Säljö, from a socio-cultural perspective, the emphasis and study of communication is absolutely necessary. It is connected to the fact that knowledge is always dependent on the culture: “It is through communication that the individual becomes involved in knowledge and skills”. […]. Something that characterizes the school as an institution, unlike most other learning environments, is precisely that learning there the school requires that the student’s motivation must be based on the very task of learning something “(Säljö, p. 37)
Englund (2004) points out that one should distinguish between the concepts of professionalization and professionalism. He emphasizes that professionalization is a sociological concept and is about a status of a profession. Instead, according to Englund, professionalism is related to the educational project and jointly agreed qualities within the teacher’s profession (Larissa Mickwitz).
According to (Evetts 2003, Lindensjö & Lundgren 2000), point out that within professional research, the importance of a high degree of autonomy and social legitimacy is emphasized in order for a professional group to work as a professional (Larissa).
In research, it is also pointed out that an increased standardization of the grading and more standardized knowledge tests tend to reduce the teacher’s autonomy, especially the opportunity to act as professional assessor (Hall & Harding 2002, Mickwitz 2015, Pope, Johnson & Mitchell 2009, van Ewijk 2011).
According to Hultqvist, when the legitimacy of the teaching profession decreases and the status deteriorates, the teacher risks getting a weakened position, not only towards students and parents, but also towards school management (Hultqvist 2011). In addition, a profession with a low level of confidence in society is more likely to be regulated “from above” (Evetts 2009, Moore et al. 2002). It is be called a form of professional pragmatism and in the teachers cases are a consequence of the fact that they feel compelled to implement unwelcome reforms (Moore et al. 2002,Larissa, s.2).
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