Mike Bottery, Nigel Wright

Teachers and the State

Towards a Directed Profession

• Gebundenes Buch

Produktbeschreibung

In the context of a fierce contemporary debate about attempts to 'modernise' the teaching profession, this book examines the status, training and continuing professional development of teachers on a national and international level. Based upon original research, the argument is developed that global competition is powerfully reshaping national approaches to professionalisation. The authors adopt the challenging position that teaching is being de -professionalised through an increasing lack of autonomy, whilst being re -professionalised as a result of the legislated use of esoteric structures and methods which exclude those not inducted in these approaches. From this investigation comes a powerful verdict: contemporary re-professionalisation is insufficient, and the new agendas are preventing the kind of adaptability and reflective practice essential for the empowerment of pupils, parents and local communities. In its synthesis of empirical research and recommendations for action, Teachers and the State makes essential reading for anybody with an interest in educational policy-making, teaching or professionalism.

Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 184
• Erscheinungstermin: 30. März 2000
• Englisch
• Abmessung: 240mm x 153mm x 19mm
• Gewicht: 408g
• ISBN-13: 9780415213479
• ISBN-10: 0415213479
• Artikelnr.: 21719965

Autorenporträt

Mike Bottery, Nigel Wright

Inhaltsangabe

Introduction 1. The context of teachers' deprofessionalisation 2. Central
direction, markets and the In-service education of teachers 3. Teachers'
professional development: the need for an appreciation of the public and
ecological natures of their work 4. Impoverishing a sense of
professionalism, who's to blame? 5. Perceptions of professionalism by the
mentors of student teachers 6. Towards a new vision of training and Inset:
reflective practice, public and ecological understandings 7. Action
research and teacher professionalisation 8. Conclusion