The narratives of the creative artists, scientist, designers, playwright, and performers helped us to identify three themes in their being ready, willing and able to teach others:
The conceptual depth of educators’ understanding relates to the questions of knowledge in subjects or domains, which identify and debate disciplinary structures, conceptual organisations and principles of enquiry. The participants demonstrated their depth of engagement in, and commitment to their chosen domains whilst recognising some of the interdisciplinary connections.
An educator’s contextual scope is their awareness of their relationship to other people, ways of knowing, culture, politics and power within a wider context. They know where they fit – or not - in the landscape, and why what they do might matter and have value. Contextual scope is related to the Why? questions in the European Didaktik tradition, reflected in the relationship between knowing a subject and being human.
Reach describes the ways in which educators make pedagogic connections with learners. This might be through the pedagogic content knowledge, the transposition and transformation of subject knowledge appropriate for learners. It is also through the repertoire of pedagogic strategies which teachers employ when they are ready, willing and able to teach.
The research was presented at the International Symposium on Narratives, Context and Learning at the University of Brighton in May 2011. This project was used as a pilot framework for another publication and further research.