1. paul dowling & andrew brown
The divorce of schooling & research: towards a reconciliation in teacher education
paul dowling & andrew brown
school of culture language & communication, IoE
homepage.mac.com/paulcdowling/ioe/

2. Schooling = cultural reproduction or production
Education is concerned with both
Production of new competences & performances
Competence = performances institutionalised as discourse & skills

3. Principal institutionalised forms:
Education is:
Production of new competences = cultural reproduction
Production of new performances = cultural production
Principal institutionalised forms:
Schooling in schools
Research in the university

4. University is characterised by diachronising strategies
Local control over curriculum
Research is highest status activity
Principal criterion = originality
Constant pressure to produce new research performances
University is characterised by diachronising strategies
Impact depends upon interaction with other strategies

5. Natural sciences:
Strong institutionalisation of key paradigms & problematics
Implication in commercial activity
‘normal science’ & equilibration
Strongly coded field & hierarchical knowledge structure
Cumulative knowledge

6. Educational studies Weakly institutionalised practice
No institutionalised resistance to diachronising strategies
‘fashion’ c.f. paradigm development
Loosely connected discourse and little serious engagement
Exchange of narratives
Privileging of performance over competence
Anomic field of dilettante diachronism

7. School: synchronising strategies
Instructional discourse
No local control over curriculum
National curricula
Public forms of assessment
Inspections
Recycling of textbooks
International comparative studies (eg TIMSS)
Regulative discourse
Teachers must achieve & maintain authority in the classroom
Any change to a successful routine is potentially risky
(all teachers remember being out of control)

8. Structural resistance to research innovation in school
Emphasis on reproduction of cultural competences in both instructional and regulative discourses
Structural imperative to new research performances in the university
Educational studies
weak constraints of institutionalisation
Weak facility to generate cumulative knowledge
Atomised research performances

9. Implications of atomised research performances for schooling
Too general to index practical action
Too local to take into account the diverse condition under which action must be implemented
Need:
Drag on dilettante diachronising in the University
Way through the conservative synchronising strategies of the school