The core content framework and the ‘new science’ of educational research

This paper unpacks the assumptions underpinning England’s new Core Content Framework (CCF) in respect of educational research required for teacher expertise, with particular attention to sources referenced final part CCF and claims that these constitute ‘best available research’. Drawing on sociological studies knowledge, assessments quality England, addition philosophy expertise as related teaching, it is argued currently orientated towards a scientism (i) marginalises longstanding traditions thought, (ii) technicises instrumentalises teaching practice. The predominance scientistic model knowledge demonstrated through profile identified CCF, focus journals which material published an overview subject matter via analysis keywords titles. With overwhelming preference this ‘New Science’ opposed other encourages image decontextualised series interventions narrow objectives, thus implicitly wider goods purposes deprofessionalises teachers work.