File(s) under permanent embargo

Why ‘clinical teaching’? An interdisciplinary analysis of metaphor in initial teacher preparation

journal contribution
posted on 01.01.2020, 00:00 authored by Lucinda McKnightLucinda McKnight, A Morgan
The term ‘clinical’ is increasingly used to define the kind of teaching initial teacher education will produce. While affordances of this metaphor have been claimed, it has been less widely critiqued. As a teacher and a medical doctor, we bring our interdisciplinary understandings of curriculum studies and medicine to this analysis, to theorise what this discursive construct puts to work for education. In considering how ‘clinical teaching’ is used across the literatures of education and medicine, we find that claims made in relation to these affordances, such as novelty, and detachment from medical entailments, are flawed, and that instead, the word ‘clinical’ does political work as a hierarchical, gendered, normalising and de-professionalising force.

History

Journal

Journal of Education for Teaching

Volume

46

Issue

1

Pagination

87 - 98

ISSN

0260-7476

eISSN

1360-0540

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2019, Informa UK Limited, trading as Taylor & Francis Group