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Relational Expertise: A Cultural-Historical Approach to Teacher Education

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A Companion to Research in Teacher Education

Abstract

In this chapter key ideas from cultural-historical accounts of human learning are used to make a case for teachers' professional learning as knowledge work. The relational nature of this knowledge work is explained in terms of the exercise of relational expertise, the deployment of common knowledge and joint, relational, agency when working on complex problems, whether the learning trajectory of a student teacher or a problem in practice. The chapter concludes with an account of how a hybrid space for knowledge work has been constructed between one university and its partner schools.

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References

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Author information

Authors and Affiliations

  1. University of Oxford, Oxford, England, UK

    Anne Edwards

Authors
  1. Anne Edwards
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Correspondence to Anne Edwards .

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Editors and Affiliations

  1. Faculty of Education, University of Waikato, Hamilton, New Zealand

    Michael A. Peters

  2. Faculty of Education, University of Waikato, Hamilton, New Zealand

    Bronwen Cowie

  3. Department of Education, University of Oxford, Oxford, United Kingdom

    Ian Menter

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Edwards, A. (2017). Relational Expertise: A Cultural-Historical Approach to Teacher Education. In: Peters, M., Cowie, B., Menter, I. (eds) A Companion to Research in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-4075-7_37

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  • DOI: https://doi.org/10.1007/978-981-10-4075-7_37

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-4073-3

  • Online ISBN: 978-981-10-4075-7

  • eBook Packages: EducationEducation (R0)

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