Hyper-socialised explores the challenges of late capitalist times for education systems, schools and teachers. It looks at how trends of accountability, à â Ë teaching to the testà â â , using pupil voice and reliance on network technologies are all connected to powerful social and economic forces.
Hyper-socialised explores the challenges of late capitalist times for education systems, schools and teachers. It looks at how trends of accountability, à â Ë teaching to the testà â â , using pupil voice and reliance on network technologies are all connected to powerful social and economic forces.
David Mitchell is a lecturer in education at UCL Institute of Education (IOE). He taught geography in secondary schools and colleges before becoming a teacher educator. His current role is researching Geography education and leading the Geography Postgraduate Certificate in Education (PGCE) course at UCL-IOE. Prior to that, he led the Secondary PGCE programme at UCL-IOE (a programme which each year prepares up to 700 new High School teachers in 18 different subjects). He is interested in the influences over the school curriculum, teachers' roles as 'curriculum makers' and how teacher education can support curriculum leadership in schools.
Inhaltsangabe
Acknowledgments Introduction Teaching in changed times Part I The origins of 'curriculum making' why changing times matter Chapter 1. Teachers and curriculum agency Chapter 2. Lessons from the past society, curriculum and teachers Chapter 3. Curriculum making a response to late capitalist times Part II Curriculum enactment: case studies of geography departments Introduction to Part II Chapter 4. Arnwell High School a curriculum for engagement and skills Chapter 5. Brightling Girls' School navigating 'learnification' Chapter 6. Claymore School toward teacher autonomy Chapter 7. Derwent School a knowledge based curriculum Chapter 8. Curriculum enactment in late capitalism a common process and the scope of teacher agency Chapter 9. Conclusion preparing teachers to be resilient 'curriculum makers' References
Acknowledgments Introduction Teaching in changed times Part I The origins of 'curriculum making' why changing times matter Chapter 1. Teachers and curriculum agency Chapter 2. Lessons from the past society, curriculum and teachers Chapter 3. Curriculum making a response to late capitalist times Part II Curriculum enactment: case studies of geography departments Introduction to Part II Chapter 4. Arnwell High School a curriculum for engagement and skills Chapter 5. Brightling Girls' School navigating 'learnification' Chapter 6. Claymore School toward teacher autonomy Chapter 7. Derwent School a knowledge based curriculum Chapter 8. Curriculum enactment in late capitalism a common process and the scope of teacher agency Chapter 9. Conclusion preparing teachers to be resilient 'curriculum makers' References
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