By Wendy Robinson
This ground-breaking e-book uncovers a hidden background of the pro develop¬ment of serving lecturers. Drawing on hitherto unpublished archive fabric, Wendy Robinson finds an op¬timistic and liberal age of excessive classification meetings within the Nineteen Twenties and Thirties, in Lon¬don resorts and Oxford faculties, loose from executive keep watch over, the place academics from around the state and in another country, accumulated for pro, highbrow and cultural 'refreshment'. The prestige connected to those events used to be signified via the stars who graced them, together with royalty, public intellectuals, academic practitioners and politicians. Professor Robinson then indicates how post-war education grew to become extra instrumental, taken over through the Ministry of schooling with its centrally-prescribed complex classes, and, from 1970, by means of neighborhood schooling experts' invention of ap¬parently democratic academics' Centres. This research is complemented via face-to-face interviews with lecturers and different practitioners as soon as lively in specialist improvement. interesting, special inter¬views brilliantly catch academics' lived event improvement and its impact on their instructing, occupation improvement identification. clean and unique, lucidly written via one of many top historians of schooling in Britain, A studying career? is key and interesting studying for these inter¬ested within the improvement of a educating occupation.
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Additional resources for A Learning Profession?: Teachers and their Professional Development in England and Wales 1920–2000
12. 12. 6. 11, 14–16. 16. 7. 9. Ibid. 5. 151; DES, (1972). Education: A framework for expansion. London: HMSO. Crook, ‘Universities, teacher training, and the legacy of McNair 1944–94’. See an overview of this international field, for example, in Day, C. & Sachs, J. (2004). International handbook on the continuing professional development of teachers. Maidenhead: Open University Press. For further discussion of these schemes see for example: Moreland, N. (1988). ‘Grist to the mill: emergent practices and problems in the grant-related in-service training system – a perspective from a providing institution’, Innovation in Education and Training International, 25(2), 129–135; Burgess, R.
154. 79. For contemporary discussions of the idea of the ‘cascade model’ see: Bax, S. (2002). ‘The social and cultural dimensions of trainer training’, Journal of Education for Teaching, 28(2), 165–178; Gilpin, A. (1997). ’, in I. ), Learning to train: Perspectives on the development of language teacher trainers. Hemel Hempstead: Prentice Hall; Hayes, D. (2000). ‘Cascade training and teachers’ professional development’, English Language Teaching Journal, 54(2), 135–145. 154. See Aldrich, R. , & Watson, D.
128 There was certainly no shortage of professional development activity and opportunity, but this was very much geared to core government priorities around curriculum, assessment and school management. Increasingly there was preference for school-based and school-led models of training with a strong practical, skillsbased focus and a lesser emphasis on the traditional role of universities and higher degree programmes with their perceived theoretical and academic approaches, removed from the realities of classroom life.
A Learning Profession?: Teachers and their Professional Development in England and Wales 1920–2000 by Wendy Robinson