Towards Instrumental Trainability in England? The ‘Official Pedagogy’ Of The Core Content Framework

Bibliographic Data

ID8404615
AuthorsJim Hordern (0000-0002-2933-7593, University of Bath, corresponding author), Clare Brooks (0000-0001-6511-1404, University College London)
Year2024
Volume72
Issue1
Pages5-22
Publication date2024-01-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Studies (JOURNAL)
Journal identifiersISSN: 0007-1005 • E-ISSN: 1467-8527
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00071005.2023.2255894
OpenAlexW4386890925
LanguageEN
Citations received24
References cited28

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 other sociologists of educational knowledge, we identify how the CCF embeds a ‘generic mode’ in teacher education that has roots outside of disciplinary structures of knowledge production and therefore foregrounds a type of official pedagogy that sees teaching as a technical performance and leaves gaps in the knowledge and understanding a new teacher requires to make sound educational judgements. Employing Muller’s distinction between conceptual and contextual coherence, we argue that the CCF is based upon an imaginary notion of instructional practice that does not fully grasp the context of teachers’ work. We illustrate the argument via an analysis of the language, structure, and three of the eight sections in the CCF

Argument (complex analysis) · Coherence (philosophical gambling strategy) · Content (measure theory) · Context (archaeology) · Curriculum · Discipline · Epistemology · GRASP · Mathematics education · Pedagogy · Social science · Sociology · Teacher education · Computer Science · Education Systems and Policy · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Psychology

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