ABSTRACT

In this paper, we aim to outline what foundations can offer in terms of understanding education and educational practice, and thus for providing a basis for teachers’ professional knowledge. We look critically at the struggle foundation disciplines often experience with coherence and integration in terms of both their relation to each other and to broader (e.g. philosophical or sociological) thought. We begin to rethink foundations more as a (strong, disciplinary and professionally orientated) region rather than a singular or a set of singulars (to use Bernstein’s terms), although one that is rather different from other regions. In doing so, we suggest that Bernstein’s work, in providing a rich lens to understand curricula and pedagogic practice while holding social and political issues and implications close, is a useful exemplar of the type of educational knowledge which should be at the core of the foundations. A revitalized region of educational foundations can offer the ‘powerful professional knowledge’ that will enable teachers to make knowledgeable professional judgements in educational practice.

摘要

本文旨在概述在理解教育和教育实践方面可以提供哪些基础，从而为教师的专业知识提供基础。我们批判性地看着各学科之间经常在连贯性和融合性方面经历的斗争，无论它们之间是相互联系还是与更广泛的（例如哲学或社会学）思想联系在一起。我们开始将基金会更多地重新考虑为（强大，纪律性和专业性的）地区，而不是单数或一组单数（使用伯恩斯坦的术语）（尽管与其他地区大不相同）。在此过程中，我们建议伯恩斯坦（Bernstein）开展工作，以丰富的视角了解课程和教学实践，同时密切关注社会和政治问题及其影响，是教育知识类型的有用范例，应该是基础的核心。充满活力的教育基金会地区可以提供“强大的专业知识”，使教师能够在教育实践中做出专业的判断。