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ERIC Number: EJ1065976
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1359 6748
Dimensions of Knowing: A Conceptual Alternative to an Unhelpful Polarity between Knowledge and Skill
Rand, Jane
Research in Post-Compulsory Education, v20 n2 p140-158 2015
This paper reports research that responded to my experience of teacher trainees' perception of a polarity between knowledge and skill in English post-compulsory education and training (PCET). I developed a model of knowing designed to promote an alternative to this binary conceptualisation. The research set out to operationalise "Dimensions of knowing" in a real context and explore its potential. The research participants were PCET teacher-trainees occupying the combined role of Further Education teacher(s) and Higher Education learner(s). I chose a combined research approach of constructivist grounded theory methodology supported by the principles of action learning. This approach both enabled practitioners to engage collaboratively and reflexively with the model and also allowed me to develop an objectified explanatory framework of their engagement. I found that Dimensions of knowing could support practitioners to perceive their own, and others', knowing differently. Used as a conceptual "tool" within PCET, Dimensions of knowing has the potential to challenge the dominant discourse of a knowledge-skill (academic-vocational) divide within the sector.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A