This is a new release of the original 1949 edition.

This volume analyzes different types of knowledge and know-how used by practising professionals in their work and how these different kinds of knowledge are acquired by a combination of learning from books, learning from people and learning from personal experience.; Drawing on various examples, problems addressed include the way theory changes and is personalized in practice, and how individuals form generalizations out of their practice. Eraut considers the meaning of client-centredness and its implications, and to what extent professional knowledge is (...) based on intuition, understanding and learning. He considers the issue of competence versus knowledge and the effect of lifelong learning on the quality of practice. (shrink)

Technology is epistemology’s poor relative. It still carries the baggage of a definition of matter handed down to it by another odd definition of scientific activity. The consequence is that many descriptions of “things” have nothing “thingly” about them. They are simply “objects” mistaken for things. Hence the necessity of a new descriptive style that circumvents the limits of the materialist definition of material existence. This is what has been achieved in the group of essays on “Thick Things” for which (...) this note serves as an afterword. (shrink)

Building upon a recent call to renew actor-network theory (ANT) for educational research, this article reconsiders relations between technology and educational theory. Taking cues from actor-network theorists, this discussion considers the technologically-mediated networks in which learning actors are situated, acted upon, and acting, and traces the novel positions of creative capacity and participation that emerging media may enable. Whereas traditional theories of educational technology tend to focus on the harmonization of new technologies with extant curricular goals and educational practices, an (...) educational theory of technology looks to novel forms of technologically-mediated learning experience—from production pedagogies to role play in the virtual—to make visible the surprising relations, techniques, and opportunities that emerging media, and their attendant social contexts, may offer educational research. (shrink)

Set within the socio-political context of standards-based education reform, this article explores the constitutive role of teaching standards in the production of the practice and identity of the ‘accomplished’ teacher. It contrasts two idioms for thinking about and studying these standards, the representational and the performative. Utilising the material-semiotic approach of actor-network theory, it addresses the issue of how the representational idiom of teaching standards has become so authoritative that it readily eclipses other ways to think and ‘do’ them. In (...) tracing the development of a specific set of teaching standards as part of a national research project, the argument is made that standards should be understood as performative knowledge and identity practices. And, accounting them should also be performative. Accordingly, attention is given to key locales in which this development is taking place. Teaching standards emerge as ontologically variable and it is struggles around this variability that can create conditions for a renewed practice and politics of education reform. (shrink)

Sociomaterial theories, including actor–network theory (ANT), materialist feminism and posthumanism, are sometimes argued to not be addressing or unable to address sufficiently the political and are therefore dismissed as irrelevant to educational research. Through an extended discussion of writers across the social sciences, this article seeks to counter such a view. Drawing specifically on the work of Latour on the nature of critique and on examples of political analysis from writers such as Barad, Bennett, Braidotti, Marres and Whatmore, we suggest (...) that sociomaterialist approaches to the more-than-human open up extended understandings and productive alternative practices of politics. While recognising that this is a work in progress and not without difficulties and challenges, we argue that there is much to be gained for educational researchers from engaging with such approaches. (shrink)

The OECD's Programme for International Student Assessment (PISA) is increasingly depended upon by education policy makers to provide reliable measures of their country's education system against international benchmarks. PISA attempts to provide efficient, scientific and technical means to develop educational policies which achieve optimal outcomes (Berg & Timmermans, 2000, p. 31). This kind of scientific evidence is seen by policy makers as being free of prejudice and ideology. Science is expected to represent the truth, state universal facts and make predictions. (...) Thus PISA seeks to rank countries' performances, work out future scenarios and offer policy direction. By what means does PISA gain knowledge and speak with confidence about diverse cultures and distant nations? How does it acquire a ‘voice from nowhere’ (Haraway, 1988; Suchman, 2000), and become a modern-day Oracle that countries might consult for policy advice? Modelled on early actor-network accounts of laboratory life, this ethnography traces how PISA knowledge comes to be made, guided by interview data with two ‘insiders’ in the ‘PISA laboratory’. It traces the translations and the circulating reference that turn PISA into a ‘centre of calculation’. It highlights how human and non-human entities are imbricated in the assembling of scientific facts and argues for a suspension of the divide between ‘science’ and ‘politics’. In the process, the paper offers an empirical instantiation of how some concepts from actor-network theory may be applied in the field of education policy, and ponders the implications of such an understanding for evidence based policy making. (shrink)