Bullets or butterflies? Teaching, research and knowledge creation

摘要

This article explores current debates about the development of teaching and learning in the UK. The author examines how these debates are mirrored in discussions about teacher education and notions of professionalism and professional development. There is an account of the history of thinking about pedagogy in the UK, with a particular focus on the work of Lawrence Stenhouse and his ‘teacher as researcher’ conception of curriculum and teacher development. The author argues that this is a strong and useful model for the development of pedagogy. The ‘teacher as researcher’ model is offered as a framework that integrates many different perspectives. The article concludes with a discussion of the blocks and facilitators to this vision of the teacher as researcher being adopted.