23 SES 09 B, Negotiating the Meanings of Learning Outcomes as a Policy and Pedagogic Device: Teacher education and professional identities across Europe
This paper problematises LOs as a powerful pedagogic device of multi-scalar education governance, operating at the local contexts of teacher education curricula. We draw upon recent sociological work that, putting Bernstein’s conceptual work on symbolic control and identities ‘in the world’ (Robertson & Sorensen, 2017: 14), gives strong analytical insights on the governmental shifts in teachers’ knowledge base and professional roles in the globalised fields of education policy (Robertson, 2016). Such work enables the study of a possible emergence of hybrid identities as distinctive and tension-ridden outcomes of multi-scalar governance, as well as stresses the importance of exploring the ways these are played out in specific fields of recontextualisation (Robertson & Sorensen, 2017: 15). This is in accordance with the need indicated by the findings of our previous research in Cyprus and Greece for further systematic analysis of TE curricula at the micro level of their development, reform and implementation (Sarakinioti & Tsatsaroni, 2015; Philippou, et al., 2015). Our findings indicating that TE curricula continue to draw upon academic foundations and strong professional rationalities, require us to consider that even though the establishment of learning outcomes, as a policy and pedagogic device, pushes towards certain kinds of generic and competence-based understandings of teacher identities, weaker disciplinary rationalities and narrower constructions of the profession, these LOs are intensely hybridised. This informs our approach on two levels. Firstly, at the theoretical level, we reflect on the dualistic descriptions on the epistemic shift from disciplinary knowledge to competences as it has mainly arisen from critical realism’s assumptions on Bernstein’s theory. We argue that however analytically important, the fact that this analysis has dominated critical interpretations of LOs, tends to re-establish rather than destabilize the normative assumptions underlying attendant LOs policy regimes. Secondly, at the methodological level we develop a language of description on the distributive, recontextualising, and evaluative rules – which, in combination, constitute the pedagogic device of the curricula under investigation (Bernstein, 2000; Moss, 2001). The focus on the specific discourses of inclusion and exclusion articulated in the pedagogic discourse of relevant courses (e.g. sociology of education, inclusive education) is crucial for the further investigation of whether and how the prominence of pedagogy, especially constructivism, and the eschewing of disciplinary knowledge, as these emerge through relevant research at the international (Robertson & Sorensen, 2017) and curricular levels (Sarakinioti & Tsatsaroni, 2015), are played out in specialised areas of knowledge and practices.
Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity. Theory, research, critique. Revised edition. New York: Rowman & Littlefield Publishers. Moss, G. (2001). Bernstein's languages of description: Some generative principles. International Journal of Social Research Methodology, 4(1): 17-19. Philippou, S., Kontovourki, S. & Theodorou, E. (2015). Professional development for ‘professional pedagogues’: Contradictions and tensions in re-professionalising teachers in Cyprus. In H. Sasser, J. Phillion & J. Rahatzad (Eds.), Critical Multiplicities in Teacher Education: Ethical Considerations and Alter-Globalizations. Information Age Publishers, in press. Robertson, S. (2016). Governing teachers globally. In: Mundy K, Green A, Lingard R, et al. (eds) The Globalization of Education Policy: Key Approaches and Debates. New York, NY: Wiley. Robertson, S. & Sorensen, T. (2017). Global transformations of the state, governance and teachers’ labour: Putting Bernstein’s conceptual grammar to work. European Educational Research Journal. doi/10.1177/1474904117724573 Sarakinioti, A. & Tsatsaroni, A. (2015). European education policy initiatives and teacher education curriculum reforms in Greece. Education Inquiry (EDUI), Vol. 6(3):259-288, 28421, http://dx.doi.org/10.3402/edui.v6.28421
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.