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Preface vii <p>1 Introduction: Education and Teaching 1</p> <p>2 Schooling and the Occupation of Teaching 21</p> <p>3 Dimensions of Expertise and Their Relevance to Teaching 39</p> <p>4 Towards a Typology of Occupations 59</p> <p>5 The Elements of Teacher Knowledge and Know-How 77</p> <p>6 Teaching as a Craft Occupation 97</p> <p>7 The Teacher as Executive Technician, or the Temptations of ‘Teacher Proof’ Teaching 115</p> <p>8 The Teacher as a Professional Technician 133</p> <p>9 Teaching as an Occupation 151</p> <p>10 Teacher Education 169</p> <p>11 A Good Teacher? 187</p> <p>12 Some Outstanding Issues 203</p> <p>Bibliography 217</p> <p>Index 227</p>

<p><b> CHRISTOPHER WINCH</b> is Professor of Educational Philosophy and Policy, School of Education, Communication and Society, King's College London. He is the author of numerous books and articles in the philosophy of education and on professional and vocational education.

<p> 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? <i>Teachers' Know-How: A Philosophical Investigation</i> 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 their relationship with such issues as teachers' careers, teacher education, and the teacher in contemporary society. Timely and thought-provoking, <i>Teachers' Know-How</i> 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.

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