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Author: Ivor F. Goodson
Publisher: BRILL
ISBN: 908790410X
Category : Education
Languages : en
Pages : 109
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Book Description
Investigating the Teacher’s Life and Work attempts to bring together the methodological and substantive aspects of studying the teacher’s life and work. Some of the chapters in the book provide a “how to do” approach for those wishing to study the teacher’s life and work employing a life history method; whilst other chapters provide the kind of substantive and generic findings which might be anticipated when conducting life history work. The focus on professional life and work has been growing rapidly in the last two or three decades. There are a number of reasons for this. Firstly there is a methodological impulse; many new studies are adopting a life history approach. The life history tradition aims to understand the interface between people’s life and their work. It also seeks to explore the historical context and the socio-political circumstances in which people’s life and work is located. A further major reason for investigating the teacher’s life and work at the moment is the huge range of restructuring initiatives taking place throughout the educational world. There is a kind of ‘world movement’ to restructure education and health—certainly in most Western countries. Generally this takes the form of the introduction of the three T’s—targets, tests and tables—and the increasing accountability and performativity regimes associated with these new forms of evaluation. Significantly these initiatives have been introduced at governmental level in most countries with the minimum of consultation with teacher workforces. As a result there is growing evidence of a clash between professional life and work missions and the restructuring initiatives which aim to transform these missions. Perhaps the best way to explore this increasingly acute clash of values is through the investigation of professional life and work. Investigating the Teacher’s Life and Work aims to bring together the methodological and substantive approaches and to show how this kind of study can increase our understanding of the interface between government intentions and teacher’s beliefs and motives.
Author: Ivor F. Goodson
Publisher: BRILL
ISBN: 908790410X
Category : Education
Languages : en
Pages : 109
Get Book Here
Book Description
Investigating the Teacher’s Life and Work attempts to bring together the methodological and substantive aspects of studying the teacher’s life and work. Some of the chapters in the book provide a “how to do” approach for those wishing to study the teacher’s life and work employing a life history method; whilst other chapters provide the kind of substantive and generic findings which might be anticipated when conducting life history work. The focus on professional life and work has been growing rapidly in the last two or three decades. There are a number of reasons for this. Firstly there is a methodological impulse; many new studies are adopting a life history approach. The life history tradition aims to understand the interface between people’s life and their work. It also seeks to explore the historical context and the socio-political circumstances in which people’s life and work is located. A further major reason for investigating the teacher’s life and work at the moment is the huge range of restructuring initiatives taking place throughout the educational world. There is a kind of ‘world movement’ to restructure education and health—certainly in most Western countries. Generally this takes the form of the introduction of the three T’s—targets, tests and tables—and the increasing accountability and performativity regimes associated with these new forms of evaluation. Significantly these initiatives have been introduced at governmental level in most countries with the minimum of consultation with teacher workforces. As a result there is growing evidence of a clash between professional life and work missions and the restructuring initiatives which aim to transform these missions. Perhaps the best way to explore this increasingly acute clash of values is through the investigation of professional life and work. Investigating the Teacher’s Life and Work aims to bring together the methodological and substantive approaches and to show how this kind of study can increase our understanding of the interface between government intentions and teacher’s beliefs and motives.
Author: Mark Priestley
Publisher: Bloomsbury Publishing
ISBN: 1472525876
Category : Education
Languages : en
Pages : 201
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Book Description
Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.
Author: Allan Feldman
Publisher: Routledge
ISBN: 1317796969
Category : Education
Languages : en
Pages : 308
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Book Description
Teachers Investigate Their Work introduces the methods and concepts of action research through examples drawn from studies carried out by teachers. The book is arranged as a handbook with numerous sub-headings for easy reference and fourty-one practical methods and strategies to put into action, some of them flagged as suitable `starters'. Throughout the book, the authors draw on their international practical experience of action research, working in close collaboration with teachers. It is an essential guide for teachers, senior staff and co-ordinators of teacher professional development who are interested in investigating their own practice in order to improve it.
Author: Podovšovnik, Eva
Publisher: IGI Global
ISBN: 1799821064
Category : Education
Languages : en
Pages : 434
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Book Description
The development of technologies, education, and economy play an important role in modern society. Digital literacy is important for personal development and for the economic growth of society. Technological learning provides students with specific knowledge and capabilities for using new technologies in their everyday lives and in their careers. Examining the Roles of Teachers and Students in Mastering New Technologies is a critical scholarly resource that examines computer literacy knowledge levels in students and the perception of computer use in the classroom from various teacher perspectives. Featuring a wide range of topics such as higher education, special education, and blended learning, this book is ideal for teachers, instructional designers, curriculum developers, academicians, policymakers, administrators, researchers, and students.
Author: Meera Varadharajan
Publisher: Springer Nature
ISBN: 9811660387
Category : Education
Languages : en
Pages : 232
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Book Description
Author: Ivor Goodson
Publisher: Brill / Sense
ISBN: 9789087904081
Category : Biography
Languages : en
Pages : 0
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Book Description
Investigating the Teacher's Life and Work attempts to bring together the methodological and substantive aspects of studying the teacher's life and work. Some of the chapters in the book provide a "how to do" approach for those wishing to study the teacher's life and work employing a life history method; whilst other chapters provide the kind of substantive and generic findings which might be anticipated when conducting life history work. The focus on professional life and work has been growing rapidly in the last two or three decades. There are a number of reasons for this. Firstly there is a methodological impulse; many new studies are adopting a life history approach. The life history tradition aims to understand the interface between people's life and their work. It also seeks to explore the historical context and the socio-political circumstances in which people's life and work is located. A further major reason for investigating the teacher's life and work at the moment is the huge range of restructuring initiatives taking place throughout the educational world. There is a kind of 'world movement' to restructure education and health--certainly in most Western countries. Generally this takes the form of the introduction of the three T's--targets, tests and tables--and the increasing accountability and performativity regimes associated with these new forms of evaluation. Significantly these initiatives have been introduced at governmental level in most countries with the minimum of consultation with teacher workforces. As a result there is growing evidence of a clash between professional life and work missions and the restructuring initiatives which aim to transform these missions. Perhaps the best way to explore this increasingly acute clash of values is through the investigation of professional life and work. Investigating the Teacher's Life and Work aims to bring together the methodological and substantive approaches and to show how this kind of study can increase our understanding of the interface between government intentions and teacher's beliefs and motives.
Author: Ivor F. Goodson
Publisher: BRILL
ISBN: 9460912168
Category : Education
Languages : en
Pages : 162
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Book Description
This book presents a multi-faceted approach to a case study of a secondary school, the London Technical and Commercial High School, one of the first vocational secondary schools. The authors make a case for tracing the history of classroom and curriculum, using a variety of ways to examine the history, the institutional structures, and everyday life in the school. A major theme is the importance of viewing teachers and administrators as mediating agencies between government and the “outside world” on one hand, and students on the other, whilst retaining their own personal and career agendas. Other central themes are gender and class.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309256496
Category : Education
Languages : en
Pages : 203
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Book Description
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
Author: Ivor F. Goodson
Publisher: Springer Science & Business Media
ISBN: 946091988X
Category : Education
Languages : en
Pages : 154
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Book Description
There has been a major ‘turn’ towards narrative, biographical and life history approaches in the academy over the last 30 years. What are some of the new directions in narrative research? How do narrative research approaches help us to understand the world differently? What do we learn by listening to stories and narratives? How do narratives extend our understanding that other research approaches do not? This collection of work grows from a symposium organised to explore new directions in narrative research. What emerges is a fascinating, innovative and generative series of essays, generally exploring narrative enquiry and more specifically themes of culture and context, identity, teacher education and methodology. This book will be useful for students and researchers using narrative and biographical methods in a range of disciplines, including education, sociology, cultural and development studies.
Author: Wendy Robinson
Publisher: Springer
ISBN: 9462095728
Category : Education
Languages : en
Pages : 205
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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.
