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Author: Wendy Robinson
Publisher: Edwin Mellen Press
ISBN:
Category : Education
Languages : en
Pages : 336
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Book Description
Author: Wendy Robinson
Publisher: Edwin Mellen Press
ISBN:
Category : Education
Languages : en
Pages : 336
Get Book
Book Description
Author: Christopher Bischof
Publisher: Oxford University Press
ISBN: 0192569848
Category : History
Languages : en
Pages : 256
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Book Description
Teaching Britain examines teachers as key agents in the production of social knowledge. Teachers in nineteenth century Britain claimed intimate knowledge of everyday life among the poor and working class at home, and non-white subjects abroad. They mobilized their knowledge in a wide range of media, from accounts of local happenings in their schools' official log books to travel narratives based on summer trips around Britain and the wider world. Teachers also obsessively narrated and reflected on their own careers. Through these stories and the work they did every day, teachers imagined and helped to enact new models of professionalism, attitudes towards poverty and social mobility, ways of thinking about race and empire, and roles for the state. As highly visible agents of the state and beneficiaries of new state-funded opportunities, teachers also represented the largesse and the reach of the liberal state - but also the limits of both.
Author: Gillian Sutherland
Publisher: Cambridge University Press
ISBN: 1316241068
Category : History
Languages : en
Pages : 201
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Book Description
The 'New Women' of late nineteenth-century Britain were seen as defying society's conventions. Studying this phenomenon from its origins in the 1870s to the outbreak of the Great War, Gillian Sutherland examines whether women really had the economic freedom to challenge norms relating to work, political action, love and marriage, and surveys literary and pictorial representations of the New Woman. She considers the proportion of middle-class women who were in employment and the work they did, and compares the different experiences of women who went to Oxbridge and those who went to other universities. Juxtaposing them against the period's rapidly expanding but seldom studied groups of women white-collar workers, the book pays particular attention to clerks and teachers, and their political engagement. It also explores the dividing lines between ladies and women, the significance of respectability and the interactions of class, status and gender lying behind such distinctions.
Author: Deirdre Raftery
Publisher: Routledge
ISBN: 1134915624
Category : Education
Languages : en
Pages : 248
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Book Description
Specially commissioned to mark the 40th Anniversary of History of Education, and containing articles from leading international scholars, this is a unique and important volume. Over the past forty years, scholars working in the history of education have engaged with histories of religion, gender, science and culture, and have developed comparative research on areas such as education, race and class. This volume demonstrates the richness of such work, bringing together some of the leading international scholars writing in the field of history of education today, and providing readers with original and theoretically informed research. Each author draws on the wealth of material that has appeared in the leading SSCI-indexed journal History of Education, over the past forty years, providing readers with not only incisive studies of major themes, but delivering invaluable research bibliographies. A ‘must have’ for university libraries and a ‘must own’ for historians. This book was originally published as a special issue of History of Education.
Author: D. Jean Clandinin
Publisher: SAGE
ISBN: 1526415461
Category : Education
Languages : en
Pages : 1308
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Book Description
The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc
Author: Wendy Robinson
Publisher: Springer
ISBN: 9462095728
Category : Education
Languages : en
Pages : 202
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Book Description
This ground-breaking book uncovers a hidden history of the professional develop¬ment of serving teachers. Drawing on hitherto unpublished archive material, Wendy Robinson reveals an op¬timistic and liberal age of high class conferences in the 1920s and 1930s, in Lon¬don hotels and Oxford colleges, free from government control, where teachers from across the country and abroad, gathered for professional, intellectual and cultural ‘refreshment’. The status attached to these occasions was signified by the celebrities who graced them, including royalty, public intellectuals, educational practitioners and politicians. Professor Robinson then shows how post-war training became more instrumental, taken over by the Ministry of Education with its centrally-prescribed advanced courses, and, from 1970, by Local Education Authorities’ invention of ap¬parently democratic Teachers’ Centres. This analysis is complemented by face-to-face interviews with teachers and other practitioners once active in professional development. Fascinating, detailed inter¬views brilliantly capture teachers’ lived experience of professional development and its influence on their teaching, career development and professional identity. Fresh and original, lucidly written by one of the leading historians of education in Britain, A Learning Profession? is essential and engaging reading for those inter¬ested in the development of a teaching profession.
Author: Wendy Robinson
Publisher: Routledge
ISBN: 1135783810
Category : Education
Languages : en
Pages : 169
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Book Description
Chapter 1 INTRODUCTION -- chapter 2 TEACHING: ART, CRAFT OR SCIENCE? -- chapter 3 THE TEACHER AS TRAINER -- chapter 4 LEARNING THROUGH PRACTICE I -- chapter 5 LEARNING THROUGH PRACTICE II -- chapter 6 LEARNING THROUGH PRACTICE III -- chapter 7 TOWARDS A THEORY OF TEACHING.
Author: Tom O'Donoghue
Publisher: IAP
ISBN: 1607526506
Category : Education
Languages : en
Pages : 241
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Book Description
This edited book is a comparative study on teacher education across ten major Englishspeaking regions of the world (USA, English Canada, England and Wales, Scotland, Ireland, Singapore, Hong Kong, South Africa, Australia, New Zealand). The focus on individual regions is reflective of a comparative approach with a long tradition going back to the turn of the twentieth century. This approach is still valid at the present time as it provides one of the best ways of initially structuring our understanding of teacher education at the macro level in order to facilitate communication of the situation crossnationally and prepare the way for higher levels of analyses. To this end, the book has twelve chapters: An introductory chapter details the focus of the book. This is followed by a chapter on each of the ten regions. Each of these chapters, written by an expert in the field: focuses on general trends in teacher education rather than on any specific aspect of it; focuses primarily on pre-service teacher education at the primary and post-primary levels, although some reference is also made to continuing professional development; strikes a balance between past, present and future trends; deals broadly with access to, the processes involved in, and the structure of, teacher education; has a unique structure rather than one based upon a formulaic approach. In the final chapter major themes are distilled from the case studies. It also outlines how the book furthers understanding of teacher education internationally, considers other groupings of regions ripe for consideration along similar lines, and indicates initiatives arising out of the case studies worthy of consideration for the improvement of teacher education cross-nationally.
Author: Wendy Robinson
Publisher: Routledge
ISBN: 1351862766
Category : Education
Languages : en
Pages : 158
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Book Description
This book presents eight distinctive historical chapters that explore the complex relationship between politics, professionals and practitioners in a range of different educational contexts. It offers a timely contribution to current debates about the contested place and status of educational professionalism in modern society. It is grounded in a firm commitment to the value that a historical perspective might bring to current and recurrent educational concerns, of which educational professionalism remains key. With fresh examples from nineteenth, twentieth and twenty-first century education, as well as a diversity of methodological approaches and sources, the book addresses a range of fundamental questions about educational professionalism. These include the wider politics of professionalism; issues of professional knowledge and expertise; what and who counts as professional within various power discourses; professional training, socialisation and accreditation; and professional identities, power, agency, autonomy regulation, accountability, and control. Overall, there is a sense from these chapters that there is something fractured and disconnected in current discourses around educational professionalism, but that there have been particular moments in the past when there was the promise of something different and possibly something more authentic. Moving beyond a narrow focus on schoolteachers as professional practitioners, to embrace a wider conceptualisation of educational professionalism within higher education, the churches, educational leadership, and quasi-professional and voluntary organisations, the book represents a rich and novel contribution to the field. The chapters in this book were originally published in various issues of History of Education and the British Journal of Religious Education.
Author: J. Goodman
Publisher: Springer
ISBN: 0230106714
Category : Education
Languages : en
Pages : 223
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Book Description
The collection's focus is on girls' secondary education, and hence the gendered cultural expectations of the middle classes and upper classes, will provide the dominant narrative, given the relatively recent democratization of European educational systems.
