Dimensions of knowing: a conceptual alternative to an unhelpful polarity between knowledge and skill

Abstract

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.

Keywords:

• academic-vocational divide
• PCET ITE
• action learning
• constructivist grounded theory
• dimensions of knowing

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. The Further Education Teachers’ Qualifications (England) Regulations 2007 were revoked by the coalition government in September 2013, leaving individual employers with responsibility for deciding which qualifications their staff must hold or work towards. The Education and Training Foundation was formed in 2014 with responsibility for ‘… raising standards in teaching, leadership and workforce development within the [renamed] education and training sector’ (et-foundation 2014a). They have developed ‘New Professional Standards’ for teachers and trainers, designed to support practitioners to be ‘… reflective and enquiring … [to] think critically about their own educational assumptions, values and practice in the context of a changing contemporary and educational world’ (et-foundation 2014b, 1). A suite of teaching qualifications remains, ranging from Qualifications and Credit Framework Level 3–5 and many HEIs continue to offer qualifications embedded within Level 5–7 programmes.