Slides for my Opening Lecture at the Scottish Educational Research Association Annual Conference, 25th - 26th November 2010 at the Stirling Highland Hotel, Stirling, Scotland

1. 1
Reclaiming scholarship as an integrating
dimension of academic work for the impact of
research on teaching and learning
Professor Brian Hudson
Scottish Educational Research Association Annual Conference
25th – 26th November 2010
Stirling

2. 2
Structure of this lecture
Reflections on conceptions of scholarship and the implications of processes of
fragmentation, division and reductionism
How these processes of fragmentation, division and reductionism also apply to ideas
about curriculum, competence and teaching
The central place of research in academic work in Higher Education and the central
place in turn of Higher Education in the professional education of teachers
The development of cultures of inquiry in Teacher Education
Questions in relation to the debate about the nature of teaching seen merely as a
craft or as an inquiry-oriented profession

3. 3
Milestone 1: 1990 - “Scholarship Reconsidered”
published
“What we need today is a more
inclusive view of what it means to be a
scholar – a recognition that knowledge
is acquired through research, through
synthesis, through practice and
through teaching”

4. 4
Milestone 2: Year 2000 –
a Case of “Scholarship Misunderstood”?
“If the notions of scholarship, scholar and scholarly are to avoid emptiness and
become useable descriptors of teaching, as Ernest Boyer hoped, the concepts
behind these terms need clarifying and tightening-up, particularly in the context of a
university system re-inventing itself and unsure about its future direction.”
Lee W. Andresen (2000) A Useable, Trans-disciplinary Conception of Scholarship, Higher
Education Research & Development, Vol. 19, No. 2, 2000.

5. 5
Milestone 3: 2005 – began work at Umeå University
Umeå

6. 6
An aside – The Teacher Education Policy in Europe
Network
Future conferences:
13th to 15th 2011 in Vienna hosted by
the University of Vienna and the
National Department for Science and
Research in co-operation with the
National Department for Education and
Culture
May 2012 in Warsaw hosted by the
University of Łódź and the Foundation
for the Development of the Education
System in Poland
Web: http://tepe.wordpress.com/
https://twitter.com/TEPEnetwork

7. 7
Reflections on discussions about the nature of
scholarship in Sweden
A case of meanings being lost in
translation
The lack of a corresponding term in
the Swedish language

8. 8
Milestone 4: 2009 - returned to UK –
to work at the University of Dundee

9. 9
Reflections on the advent of Academic Role Profiles

10. 10
Contested interpretations of the nature and meaning
of Curriculum
What is curriculum as we now
understand the word? … It has a
physical existence but also a meaning
incarnate …
… by virtue of their meaningfulness
curricula are not simply means to
improve teaching but are expressions
of ideas to improve teachers. Of
course, they have day-to-day
instructional utility: cathedrals must
keep the rain out …
Lawrence Stenhouse cited in (Ruddock
and Hopkins, 1985)

11. 11
The Scottish Credit and Qualifications Framework
“Learning outcomes are expressed in
terms of a statement of competencies,
including knowledge, skills and values,
capable of being demonstrated at the
end of a process of learning.” (SCQF,
2007, p19)
Where are values?
SCQF (2007) Handbook Vol 1 with
Foreward by Dr Andrew Cubie, Chair,
SCQF Partnership

12. 12
On the contested nature of competence
Conceptions arising from behaviourist and positivist thinking
Narrow, checklist approaches
Versus:-
A more liberal concept which sees the achievement of competence as accompanied
in its appropriation and in its exercise by the attitudes, beliefs, and personal culture of
the person who acquires and exercises the competency in question.
(John Coolahan, 2010)

13. 13
What is the place of Higher Education in the
professional education of teachers
Teachers simply as technicians?
Teaching as a “craft” which is “best
learned as an apprentice” - Michael
Gove, quoted in TES Connect (2010)
Whose interests are being served?

14. 14
Current Westminster Government policy on Teacher
Education: Looking back to the future
“teachers are “master workmen … not
architects … There is no genius
wanted. Good intelligent, discreet
teachers are needed.”
Who said that?
Henry Clay Speer, Chief
Superintendant of Schools, Wisconsin
Frontier (1878) cited in Kliebard (1999)
“The teacher is not only ‘master’ (my
italics) of procedure but also of content
and rationale, and capable of
explaining why something has to be
done. The teacher is capable of
reflection leading to self knowledge,
the metacognitive awareness that
distinguishes ‘draftsman’ (my italics)
from architect, bookkeeper from
auditor”
(Lee S. Shulman, 1986)

15. 15
The struggle for values and for the place of research
On the central place of research in academic work as the scholarship of inquiry (in
relation to both natural and social sciences).
Research as “systematic inquiry…to provide a general theory of educational
practice…made public” (Lawrence Stenhouse, 1985)
‘Knowledge’ that is represented as authoritative, and established independently of
scholarly warrant … cannot be knowledge. It is faith”. (Lawrence Stenhouse, 1985)

16. 16
What is the essential role of HE in the professional
education of teachers in the EHEA?
To fulfil the higher education mission in the European Higher Education Area … a
necessary prerequisite is that teacher education rests on research-based foundations
with the following basic conditions:
Teachers need a profound knowledge of the most recent advances of research in the subjects
they teach. In addition, they need to be familiar with the latest research on how something can
be taught and learnt.
Teacher education in itself should also be an object of study and research.
The aim is that teachers internalise a research-orientated attitude towards their work.
Key Note address by Professor Hannele Niemi to Lisbon EU Presidency meeting 2007 with
reference to Commission of the European Communities (2007) Improving the Quality of
Teacher Education. Communication from the commission to the Council and the European
parliament 3.8.2007. Brussels.

17. 17
What is the essential role of HE in Teacher Education
elsewhere in the EHEA?
The Higher Education Ordinance in Sweden is structured around the following three
broad goals:
Kunskap och förståelse (Knowledge and understanding),
Färdighet och förmåga (Skill and ability) and
Värderingsförmåga och förhållningssätt
(‘Values ability’ and ’attitudes/praxis of consideration’)
Another case of meanings lost in translation?

18. 18
What is HE required to offer in the context of
Scotland? - Key educational principles
Programmes of Initial Teacher Education will be expected to:
draw on a wide range of intellectual resources, theoretical perspectives and academic
disciplines
provide student teachers with a broad and balanced knowledge and understanding …
encourage student teachers to engage in discussion with pupils …
encourage student teachers to engage with fundamental questions concerning the aims and
values of education and its relationship to society;
provide opportunities for student teachers to engage with and draw on educational theory,
research, policy and practice;
encourage professional reflection on educational processes in a wide variety of contexts;
develop … the ability to construct and sustain a reasoned argument …
promote … intellectual independence and critical engagement with evidence

19. 19
Aspects of Professional Development from the GTCS
Standard for Initial Teacher Education

20. 20
Teaching as a design profession
Teaching as a design profession
(Clark and Yinger, 1987)
Teacher education as a related inter-
disciplinary and applied design science
(Herb Simon, 1970)
Didactical Design for Technology
Enhanced Learning (Hudson, 2011)
(Hudson, 2011)

21. 21
On higher order thinking as central to teachers’
professional work
http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools

22. 22
On the central role of scholarship in teaching and
learning

23. 23
Developing cultures of inquiry and seeing holistically

24. 24
The machine worldview or seeing holistically
Scholarship as related to values, as an attitude of
mind and as a praxis of inquiry
Scholarship as an undefined activity that is
different to and separate from research
Teacher as creative designer, teacher education
as a design science and teaching as a design
profession
Teacher as apprentice and teaching as a mere
craft
Curriculum as planned support for learning to
become educated in the widest sense of the word
Curriculum as manual objectively reduced simply
to knowledge and skills to be learned
Competence as accompanied in its appropriation
and in its exercise by the attitudes, beliefs, and
personal culture of the person who acquires and
exercises the competency in question
Competence simply as narrowly defined
behaviours
Holistic viewReductionist view

25. 25
Teaching as craft or as an inquiry-oriented profession?
In teaching there always is:
somebody that
sometimes, and
somewhere, and
for some reason
in some way facilitates
somebody else’s
efforts to reach
some kinds of competence
in some fields of knowledge
for certain purposes
that have been agreed upon
so that an individual could better realise his/her interests.

26. 26
Teaching as craft or as an inquiry-oriented profession?
This time the quote in full:
In teaching there always is:
somebody that (who?)
sometimes (when?), and
somewhere (where?), and
for some reason (why?)
in some way (how?) facilitates
somebody else’s (whose?)
efforts (by means of what?) to reach
some kinds of competence (what kind?)
in some fields of knowledge (what?)
for certain purposes (what/why?)
that have been agreed upon (by whom?)
so that an individual could better realise his/her interests.
Michael Uljens (1997) School Didactics and Learning. Hove

27. 27
Thank you for your attention

28. 28
References
Andresen, L. W. (2000) A Useable, Trans-disciplinary Conception of Scholarship,
Higher Education Research & Development, Vol. 19, No. 2, 2000.
Boyer, E. L. (1990) Scholarship Revisited. Princeton University NJ: Carnegie
Foundation for the Advancement of Teaching.
Clark, Ch. M. and Yinger, R. J. (1987) Teacher Planning. In Calderhead, J. (ed.)
Exploring Teachers’ Thinking, London: The Falmer Press.
Coolahan, J. Key Note Address, Teacher Education Policy in Europe (TEPE) Network
Conference, University of Tallinn, 30 September – 1 October 2010.
http://eduko.archimedes.ee/files/TEPE%202010_agenda_FINAL-2.pdf

29. 29
References
Healey, M. (2005) Linking research and teaching: exploring disciplinary spaces and
the role of inquiry-based learning. In R. Barnett (Ed) Reshaping the University: New
Relationships between Research, Scholarship and Teaching. McGraw Hill / Open
University Press.
Hudson, B. (2011) Didactical Design for Technology Enhanced Learning. In Hudson,
B. and Meyer, M. (Eds.) Beyond Fragmentation: Didactics, Learning and Teaching in
Europe, Verlag Barbara Budrich, Opladen and Farmington Hills. (Work in Progress)
Kliebard, H. (1999) Constructing the Concept of Curriculum on the Wisconsin
Frontier: How School Restructuring Sustained a Pedagogical Revolution. In B. Moon
and P. Murphy (Eds) Curriculum in Context. London: Paul Chapman Publishing Ltd.

30. 30
References
Niemi, H. (2007) Key Note address to EU Presidency meeting, Lisbon.
Ruddock, J. and Hopkins, D. (Eds) (1985) Research as a basis for teaching:
Readings from the work of Lawrence Stenhouse, Heineman.
SCQF (2007) Handbook Vol. 1, SCQF Partnership [WWW document] URL
http://www.scqf.org.uk/nmsruntime/saveasdialog.aspx?lID=125&sID=16
(Accessed 23rd November 2010)
Shulman, L. S. (1986) Those who understand: knowledge growth in teaching,
Educational Researcher, 15, 2, 4-14.

31. 31
References
Simon, H. (1970) The Sciences of the Artificial. Cambridge, Mass., MIT-Press.
Speer, H. C. (1878) A course of study for common schools, Programme and
Proceedings of the State Teachers’ Association of Kansas and the Papers Read at
the Session of the Association (Topeka, 1878), 22-23.
TES Connect (2010) Dons scramble to pour scorn on Gove's shake-up [WWW
document] URL http://www.tes.co.uk/article.aspx?storycode=6049296 (Accessed
23rd November 2010)
Uljens, M. (1997) School Didactics and Learning. Hove