Jim Hordern
Biographic Data
| ID | 1706801 |
|---|---|
| NAME | Jim Hordern |
| GIVEN NAMES | Jim |
| FAMILY NAME | Hordern |
| SIGNATURE | HORDERN J |
| AFFILIATIONS | University of Bath |
| ORCID | 0000-0002-2933-7593 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Teacher professionalism, expertise and the jurisdictional struggle
In this paper, the relationship between teacher professionalism, expertise and educational knowledge is examined via the sociology of the professions, studies of professional knowledge, and the philosophy of expertise. Drawing on the work of Abbott the jurisdictional context of teaching is foregrounded, with a focus on (i) how educational problems are defined; (ii) professional knowledge-in-use (or diagnosis, inference and “treatment” in teaching…
Why deliberate practice is not a basis for teacher expertise
In this paper the authors examine the notion of ‘deliberate practice’, which has formed the basis of several teacher education programmes in England and the United States and promises to improve the quality of teaching via highly structured training programmes. They identify early criticisms of deliberate practice and unpack the assumptions embedded in its underpinning thinking. They demonstrate that deliberate practice is insufficient as a basis…
On the intellectual horizons of social realism: A response to Barton
This paper comments on the arguments made in ‘knowledge without disciplines: a critique of social realism’s disciplinary fixation’, authored by Keith Barton. It is suggested that Barton has not fully grasped how social realism views disciplines and curricula and that this reflects a wider tendency amongst commentators to overlook some of the thinking underpinning social realism. A different, more generous interpretation of social realism is outli…
An Expert System on Flimsy Foundations: Teaching Expertise and the Early Career Framework
The paper seeks to identify how teacher expertise is implicitly and explicitly conceptualised in current English education policy in respect of the professional development of teachers. We focus specifically on conceptualisations of expertise in the Early Career Framework (ECF), both in terms of the policy documentation produced by the Department for Education and in terms of a selection of publicly available materials produced by the lead provid…
Towards Instrumental Trainability in England? The ‘Official Pedagogy’ Of The Core Content Framework
This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein’s work and its application by othe…
The core content framework and the ‘new science’ of educational research
This paper unpacks the assumptions underpinning England’s new Core Content Framework (CCF) in respect of the educational research required for teacher expertise, with particular attention to the sources referenced in the final part of the CCF and claims that these constitute the ‘best available educational research’. Drawing on sociological studies of educational knowledge, and assessments of the quality of educational research in England, in add…
Educational Studies and Educational Practice: A Necessary Engagement
This paper assesses prospects for the relationship between educational studies and educational practice, with reference to the current institutional and policy context in England. Drawing on the sociology of educational knowledge and practice, it is argued that educational studies can be conceptualised in contrasting ways, by considering internal structures, external relations and how disciplinary problematics are defined, but also by how educati…
Does the vocational curriculum have a future
In this paper, which takes the form of a dialogue, we discuss the possible directions that vocational education might take in the contemporary social, economic and technological context of the early 21st century. Taking account of the unresolved debates around vocational education internationally and future global economic demands for expertise we discuss tensions and dichotomies that continue to shape the character of vocational education by que…
Doctoral theses abstracts in vocational education
Powerful knowledge and knowledgeable practice
This paper argues that Young and Muller’s ‘powerful knowledge’ requires a more extensive conceptualization of the relation between knowledge and practice. However, rather than focus on the ‘practice turn’ in social theory as Carlgren has suggested, it is argued that what Rouse terms a ‘normative practice’ can help explicate the specialized activities that make powerful knowledge possible. The idea of normative practice provides a basis for the sy…
Some clarifications on educational research and practice
Rethinking the foundations: Towards powerful professional knowledge in teacher education in the USA and England
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 (str…
Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik
This paper introduces a special issue which aims to address the challenges facing the ‘deliberative’ educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the ‘what works’ agenda in global educational reform and internal fragmentation within the traditions themselves. By examining the potential for the reconfiguration or reconstruction…
Why close to practice is not enough: Neglecting practice in educational research
This article draws on normative conceptualisations of practice to reconsider the relationship between educational research and educational practice, enabling a critical commentary on the recent British Educational Research Association statement on close‐to‐practice research. It is argued that the portrayal of practice in the research undertaken for the BERA statement is limiting, with a tendency to view educational practice as amounting to whatev…
Creative working in the knowledge economy
Grammaticality and educational research
This paper uses Bernstein’s concept of grammar to illuminate aspects of educational research. The relationship between internal and external languages of description in the production of disciplinary knowledge is examined. This leads to a reflection on the various factors both internal and external to the discipline of educational studies that foster and undermine forms of research knowledge
An unfinished experiment: Ambiguity and conflict in the implementation of higher skills policy
The higher skills policy of the UK New Labour Government emerged from the recommendations of the Leitch Review of Skills, and was implemented in England between 2007 and 2010. The policy aimed to encourage higher education (HE) institutions to engage with employers and employer representative bodies to design and deliver HE provision that reflected the needs of employers. Using key policy documents and evidence submitted to a select committee inq…
Knowledge, expertise and the professions
This recently published book examines the nature of professional knowledge, drawing primarily on sociological and philosophical traditions, and debates about the development of expertise. It explor
The Logic and Implications of School-based Teacher Formation
This paper uses Bernsteinian concepts to identify how forms of power and control within teacher professional formation are exercised. Drawing on previous comparative work into collaborative models of teacher education and contemporary examples from school-based programmes, it is argued that current developments in England raise substantive questions for teachers’ knowledge, learning and professional commitment
Skills governance and the workforce development programme
In the United Kingdom higher education environment, government may make efforts to encourage institutions to engage in governance structures to secure policy objectives through a steering approach. In this article connections between skills governance structures and the recent Higher Education Funding Council for England workforce development programme are examined in the context of the wider implementation of the Leitch Review of Skills in Engla…
Why close to practice is not enough: Neglecting practice in educational research
This article draws on normative conceptualisations of practice to reconsider the relationship between educational research and educational practice, enabling a critical commentary on the recent British Educational Research Association statement on close‐to‐practice research. It is argued that the portrayal of practice in the research undertaken for the BERA statement is limiting, with a tendency to view educational practice as amounting to whatev…
Towards Instrumental Trainability in England? The ‘Official Pedagogy’ Of The Core Content Framework
This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein’s work and its application by othe…
The Logic and Implications of School-based Teacher Formation
This paper uses Bernsteinian concepts to identify how forms of power and control within teacher professional formation are exercised. Drawing on previous comparative work into collaborative models of teacher education and contemporary examples from school-based programmes, it is argued that current developments in England raise substantive questions for teachers’ knowledge, learning and professional commitment
Teacher professionalism, expertise and the jurisdictional struggle
In this paper, the relationship between teacher professionalism, expertise and educational knowledge is examined via the sociology of the professions, studies of professional knowledge, and the philosophy of expertise. Drawing on the work of Abbott the jurisdictional context of teaching is foregrounded, with a focus on (i) how educational problems are defined; (ii) professional knowledge-in-use (or diagnosis, inference and “treatment” in teaching…
Educational Studies and Educational Practice: A Necessary Engagement
This paper assesses prospects for the relationship between educational studies and educational practice, with reference to the current institutional and policy context in England. Drawing on the sociology of educational knowledge and practice, it is argued that educational studies can be conceptualised in contrasting ways, by considering internal structures, external relations and how disciplinary problematics are defined, but also by how educati…
Grammaticality and educational research
This paper uses Bernstein’s concept of grammar to illuminate aspects of educational research. The relationship between internal and external languages of description in the production of disciplinary knowledge is examined. This leads to a reflection on the various factors both internal and external to the discipline of educational studies that foster and undermine forms of research knowledge
An unfinished experiment: Ambiguity and conflict in the implementation of higher skills policy
The higher skills policy of the UK New Labour Government emerged from the recommendations of the Leitch Review of Skills, and was implemented in England between 2007 and 2010. The policy aimed to encourage higher education (HE) institutions to engage with employers and employer representative bodies to design and deliver HE provision that reflected the needs of employers. Using key policy documents and evidence submitted to a select committee inq…
Knowledge, expertise and the professions
This recently published book examines the nature of professional knowledge, drawing primarily on sociological and philosophical traditions, and debates about the development of expertise. It explor
Skills governance and the workforce development programme
In the United Kingdom higher education environment, government may make efforts to encourage institutions to engage in governance structures to secure policy objectives through a steering approach. In this article connections between skills governance structures and the recent Higher Education Funding Council for England workforce development programme are examined in the context of the wider implementation of the Leitch Review of Skills in Engla…
Skills governance and the workforce development programme
In the United Kingdom higher education environment, government may make efforts to encourage institutions to engage in governance structures to secure policy objectives through a steering approach. In this article connections between skills governance structures and the recent Higher Education Funding Council for England workforce development programme are examined in the context of the wider implementation of the Leitch Review of Skills in Engla…
Knowledge, expertise and the professions
This recently published book examines the nature of professional knowledge, drawing primarily on sociological and philosophical traditions, and debates about the development of expertise. It explor
The Logic and Implications of School-based Teacher Formation
This paper uses Bernsteinian concepts to identify how forms of power and control within teacher professional formation are exercised. Drawing on previous comparative work into collaborative models of teacher education and contemporary examples from school-based programmes, it is argued that current developments in England raise substantive questions for teachers’ knowledge, learning and professional commitment
An unfinished experiment: Ambiguity and conflict in the implementation of higher skills policy
The higher skills policy of the UK New Labour Government emerged from the recommendations of the Leitch Review of Skills, and was implemented in England between 2007 and 2010. The policy aimed to encourage higher education (HE) institutions to engage with employers and employer representative bodies to design and deliver HE provision that reflected the needs of employers. Using key policy documents and evidence submitted to a select committee inq…
Grammaticality and educational research
This paper uses Bernstein’s concept of grammar to illuminate aspects of educational research. The relationship between internal and external languages of description in the production of disciplinary knowledge is examined. This leads to a reflection on the various factors both internal and external to the discipline of educational studies that foster and undermine forms of research knowledge
Creative working in the knowledge economy
Rethinking the foundations: Towards powerful professional knowledge in teacher education in the USA and England
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 (str…
Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik
This paper introduces a special issue which aims to address the challenges facing the ‘deliberative’ educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the ‘what works’ agenda in global educational reform and internal fragmentation within the traditions themselves. By examining the potential for the reconfiguration or reconstruction…
Why close to practice is not enough: Neglecting practice in educational research
This article draws on normative conceptualisations of practice to reconsider the relationship between educational research and educational practice, enabling a critical commentary on the recent British Educational Research Association statement on close‐to‐practice research. It is argued that the portrayal of practice in the research undertaken for the BERA statement is limiting, with a tendency to view educational practice as amounting to whatev…
Does the vocational curriculum have a future
In this paper, which takes the form of a dialogue, we discuss the possible directions that vocational education might take in the contemporary social, economic and technological context of the early 21st century. Taking account of the unresolved debates around vocational education internationally and future global economic demands for expertise we discuss tensions and dichotomies that continue to shape the character of vocational education by que…
Doctoral theses abstracts in vocational education
Powerful knowledge and knowledgeable practice
This paper argues that Young and Muller’s ‘powerful knowledge’ requires a more extensive conceptualization of the relation between knowledge and practice. However, rather than focus on the ‘practice turn’ in social theory as Carlgren has suggested, it is argued that what Rouse terms a ‘normative practice’ can help explicate the specialized activities that make powerful knowledge possible. The idea of normative practice provides a basis for the sy…
Some clarifications on educational research and practice
The core content framework and the ‘new science’ of educational research
This paper unpacks the assumptions underpinning England’s new Core Content Framework (CCF) in respect of the educational research required for teacher expertise, with particular attention to the sources referenced in the final part of the CCF and claims that these constitute the ‘best available educational research’. Drawing on sociological studies of educational knowledge, and assessments of the quality of educational research in England, in add…
Educational Studies and Educational Practice: A Necessary Engagement
This paper assesses prospects for the relationship between educational studies and educational practice, with reference to the current institutional and policy context in England. Drawing on the sociology of educational knowledge and practice, it is argued that educational studies can be conceptualised in contrasting ways, by considering internal structures, external relations and how disciplinary problematics are defined, but also by how educati…
An Expert System on Flimsy Foundations: Teaching Expertise and the Early Career Framework
The paper seeks to identify how teacher expertise is implicitly and explicitly conceptualised in current English education policy in respect of the professional development of teachers. We focus specifically on conceptualisations of expertise in the Early Career Framework (ECF), both in terms of the policy documentation produced by the Department for Education and in terms of a selection of publicly available materials produced by the lead provid…
Towards Instrumental Trainability in England? The ‘Official Pedagogy’ Of The Core Content Framework
This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein’s work and its application by othe…
Why deliberate practice is not a basis for teacher expertise
In this paper the authors examine the notion of ‘deliberate practice’, which has formed the basis of several teacher education programmes in England and the United States and promises to improve the quality of teaching via highly structured training programmes. They identify early criticisms of deliberate practice and unpack the assumptions embedded in its underpinning thinking. They demonstrate that deliberate practice is insufficient as a basis…
On the intellectual horizons of social realism: A response to Barton
This paper comments on the arguments made in ‘knowledge without disciplines: a critique of social realism’s disciplinary fixation’, authored by Keith Barton. It is suggested that Barton has not fully grasped how social realism views disciplines and curricula and that this reflects a wider tendency amongst commentators to overlook some of the thinking underpinning social realism. A different, more generous interpretation of social realism is outli…
Teacher professionalism, expertise and the jurisdictional struggle
In this paper, the relationship between teacher professionalism, expertise and educational knowledge is examined via the sociology of the professions, studies of professional knowledge, and the philosophy of expertise. Drawing on the work of Abbott the jurisdictional context of teaching is foregrounded, with a focus on (i) how educational problems are defined; (ii) professional knowledge-in-use (or diagnosis, inference and “treatment” in teaching…
Pedagogy (17 works) · Sociology (16 works) · Educational Theory and Curriculum Studies (14 works) · Global Educational Policies and Reforms (14 works) · Epistemology (11 works) · Political science (9 works) · Psychology (9 works) · Engineering ethics (8 works) · Social science (8 works) · Computer Science (7 works)