Professional Uncertainty, Knowledge and Relationship in the Classroom

A psychosocial perspective

Nonfiction, Reference & Language, Education & Teaching, Special Education
Cover of the book Professional Uncertainty, Knowledge and Relationship in the Classroom by Joseph Mintz, Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Joseph Mintz ISBN: 9781135905927
Publisher: Taylor and Francis Publication: June 27, 2014
Imprint: Routledge Language: English
Author: Joseph Mintz
ISBN: 9781135905927
Publisher: Taylor and Francis
Publication: June 27, 2014
Imprint: Routledge
Language: English

The extent to which teachers should make use of theoretical and expert knowledge as opposed to tacit experiential knowledge, and how these might be combined, is a perennial issue in discussions on pedagogy. This book addresses these debates through a creative development of the concept of productive uncertainty.

Using case studies focusing on teachers working with children with autism, a particularly fertile crucible for considering uncertainty, the book explores how the radical 20th century psychoanalyst Wilfred Bion's epistemological approach to uncertainty can be used to re-frame Donald Schön's concept of reflection in action, offering a new perspective on the practice of teachers and other caring professionals. Several areas of potential uncertainty are identified, including uncertainty relating to areas of practice including diagnosis, the relationship between expert knowledge and practice, the implications of autism for autonomy and agency, and uncertainties in relation to the understanding of and use of new technologies. A strong argument is made, based on both theoretical and empirical grounds, that in juggling between theoretical and tacit knowledge in the classroom there is more to be gained by staying with the struggle with uncertainty than by fleeing from it too early, into the promise of expert solutions. Consideration is also given to the relative importance of specific theoretical training for teachers, both in general and in relation to working with children with special educational needs, in the context of international and UK policy developments in this area.

This book will be of key value to researchers and postgraduates in the fields of education studies, teacher thinking and research, psychoanalytically informed psychosocial studies, as well as to practitioners working in special educational needs/autism education.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

The extent to which teachers should make use of theoretical and expert knowledge as opposed to tacit experiential knowledge, and how these might be combined, is a perennial issue in discussions on pedagogy. This book addresses these debates through a creative development of the concept of productive uncertainty.

Using case studies focusing on teachers working with children with autism, a particularly fertile crucible for considering uncertainty, the book explores how the radical 20th century psychoanalyst Wilfred Bion's epistemological approach to uncertainty can be used to re-frame Donald Schön's concept of reflection in action, offering a new perspective on the practice of teachers and other caring professionals. Several areas of potential uncertainty are identified, including uncertainty relating to areas of practice including diagnosis, the relationship between expert knowledge and practice, the implications of autism for autonomy and agency, and uncertainties in relation to the understanding of and use of new technologies. A strong argument is made, based on both theoretical and empirical grounds, that in juggling between theoretical and tacit knowledge in the classroom there is more to be gained by staying with the struggle with uncertainty than by fleeing from it too early, into the promise of expert solutions. Consideration is also given to the relative importance of specific theoretical training for teachers, both in general and in relation to working with children with special educational needs, in the context of international and UK policy developments in this area.

This book will be of key value to researchers and postgraduates in the fields of education studies, teacher thinking and research, psychoanalytically informed psychosocial studies, as well as to practitioners working in special educational needs/autism education.

More books from Taylor and Francis

Cover of the book A History of Terrorism by Joseph Mintz
Cover of the book The Routledge Encyclopedia of Walt Whitman by Joseph Mintz
Cover of the book Byzantine Orthodoxies by Joseph Mintz
Cover of the book Enhancing the Doctoral Experience by Joseph Mintz
Cover of the book The Ballad by Joseph Mintz
Cover of the book Archaeology After Interpretation by Joseph Mintz
Cover of the book The Millon Clinical Multiaxial Inventory by Joseph Mintz
Cover of the book Visual Perception and Cognition in infancy by Joseph Mintz
Cover of the book Film and Video Editing Theory by Joseph Mintz
Cover of the book Belonging and Estrangement in the Poetry of Philip Larkin, R.S. Thomas and Charles Causley by Joseph Mintz
Cover of the book Human Relationship Skills by Joseph Mintz
Cover of the book Natural History by Joseph Mintz
Cover of the book Beyond the Masks by Joseph Mintz
Cover of the book Economists in Parliament in the Liberal Age by Joseph Mintz
Cover of the book Citizenship, Activism and the City by Joseph Mintz
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy