What are the specific types of knowledge and personal characteristics that define good teachers--and make for good teaching practices? And what is the broader role of teachers within a society? Teachers’ Know-How: A Philosophical Investigation presents a comprehensive and up to date philosophical treatment of the kinds of knowledge and “know-how” that educators should possess in order to meet the demands of education in contemporary societies where ‘high-performance’ is an expectation of both governments and the public. Initial chapters provide a conceptual survey of professional know-how and proceed to consider the specific nature of teachers’ know-how and its relationship with teachers’ professional knowledge. Several differing and contesting conceptions of teachers and their know-how-- the “craft-worker,” the executive technician, and the professional--are then comprehensively described and discussed. This is followed by an extended defense of the professional conception of teachers’ know-how, with acclaimed educator Christopher Winch arguing that “craft” elements and theoretically based know-how are far from incompatible--they are in fact complementary and necessary elements of teachers’ know-how in high performing educational systems. Winch goes on to demonstrate the inadequacy of purely craft based and protocol driven conceptions of teachers’ know-how while also discussing its relationship with such issues as teachers’ careers, teacher education, and the teacher in contemporary society. Timely and thought-provoking, Teachers’ Know-How offers illuminating philosophical insights into some of the most pressing concerns relating to the quality of contemporary education in the minds of policymakers, parent, and educators alike.
